a resource guide for teachers -...

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Classroom Connections to TerraNova, The Second Edition

A Resource Guide for Teachers

Grades 6–7

Copyright © 2002 by CTB/McGraw-Hill LLC. All rights reserved.

Acknowledgments CTB/McGraw-Hill LLC is indebted to the following for permission to use material in this book:

Images of photographs not otherwise acknowledged provided by © 1996 PhotoDisc, Inc.

“There’s No Stopping Those Starlings” from Ranger Rick Magazine’s December 1993 issue, copyright © 1993by National Wildlife Federation. Used by permission.

Excerpt and illustration from Among the Dolls by William Sleator, text copyright ©1975 by William Sleator,illustration copyright ©1975 by Trina Schart Hyman. Used by permission of Dutton, a division of PenguinPutnam Inc.

“Risk Takers, Profit Makers” from Entrepreneurship and Small Business Management, edited by Earl C.Meyer and Kathleen R. Allen, copyright © 1994 by Glencoe/McGraw-Hill. Used by permission.

Excerpt and photographs from “I Am Now a Trained Eggbeater,” text copyright © 1996 by Dave Barry,photographs copyright © by the Miami Herald. Used by permission.

Photograph of pyramids, copyright © by Laurie Bauer. Used by permission.

Photograph of Michelle Kwan (#AFP98051515>2), copyright © by Corbis Bettmann. Used by permission ofCorbis-Bettmann.

Photograph of the entrance to KV2, in The Valley of the Kings, Luxor, Egypt; photo by Francis J. Dzikowski,copyright © by Theban Mapping Project.

Photograph of temple at Deir El-Bahri, copyright © by Judith Fried. Used by permission.

Photograph of Great Temple of Abu Simbel, Egypt (U831496/111>1) copyright © by Sandro Vannini/Corbis.Used by permission.

Published by CTB/McGraw-Hill LLC, a subsidiary of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright© 2002 by CTB/McGraw-Hill LLC. All rights reserved. This publication or portions thereof may be reproduced, downloaded, and distributed as needed.

California Achievement Tests, Fifth Edition (CAT/5), Classroom Manager, Fox in a Box: An Adventure in Literacy, SUPERA, and TerraNova are registeredtrademarks, and Classroom Connections to TerraNova, CTB, and InView are trademarks of The McGraw-Hill Companies, Inc. Pre-LAS 2000 is a registeredtrademark of De Avila, Duncan and Associates. Balanced Assessment in Mathematics is a trademark of the Mathematics Assessment Resource Service.

All other brand and product names are the trademarks or registered trademarks of their respective companies and are not associated with the publisherof this publication.

Foreword

Please Note:This CD-ROM includes the following materials from the print version ofClassroom Connections to TerraNova, The Second Edition, Grades 6–7.

CD-ROM Table of Contents

Part 2 Items Illustrating Content—Item Writing Tips

Part 4 Student Practice Materials—Grade 6

Part 5 Student Practice Materials—Grade 7

Part 6 Scoring Guide

Part 7 Teaching Activities

Part 8 Using Test Results—Parents’ Guide to Understanding TerraNova,The Second Edition Achievement Tests

To ease in your navigation of this CD-ROM, text is highlighted. Clicking onthe highlighted text will bring you to a page of related material. Forexample, clicking on an item number in “Part 4 Student PracticeMaterials—Grade 6” will bring you to “Part 6 Scoring Guide” and thecorrect answer for that item.

The Classroom Connections pages may be downloaded and printed foryour convenience. The pages are reproduced from the original printversion and include their print version page numbers at the top of thepage. When downloading and printing a series of pages from the CD, referto the specific page numbers referenced in the Portable Document Format(PDF) file shown at the bottom of the screen. The downloaded pages willappear as they do in the print version of Classroom Connections.

For more information about CTB products, visit the CTB Web site atwww.ctb.com

http://www.ctb.com

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Table of Contents

Part 2 Items Illustrating ContentItem Writing Tips .......................................................................................................... 2.63

Part 4 Student Practice Materials—Grade 6Student Practice Materials ................................................................................................... 4.2

Reading and Language ArtsStudent Practice Materials ......................................................................................... 4.3

MathematicsStudent Practice Materials ....................................................................................... 4.21

ScienceStudent Practice Materials ....................................................................................... 4.31

Social StudiesStudent Practice Materials ....................................................................................... 4.39

Part 5 Student Practice Materials—Grade 7Student Practice Materials ................................................................................................... 5.2

Reading and Language ArtsStudent Practice Materials ......................................................................................... 5.3

MathematicsStudent Practice Materials ....................................................................................... 5.21

ScienceStudent Practice Materials ....................................................................................... 5.33

Social StudiesStudent Practice Materials ....................................................................................... 5.41

Part 6 Scoring GuideIntroduction ......................................................................................................................... 6.2

How to Use the Scoring Guide for Reading and Language Arts ................................. 6.3How to Use the Scoring Guide for Mathematics .......................................................... 6.4

Grade 6Student Practice Materials Answer Key ......................................................................... 6.5Scoring Guides to the Student Practice Materials

Reading and Language Arts ...................................................................................... 6.6Mathematics ............................................................................................................. 6.10Science ..................................................................................................................... 6.13Social Studies ........................................................................................................... 6.16

Grade 7Student Practice Materials Answer Key ....................................................................... 6.19Scoring Guides to the Student Practice Materials

Reading and Language Arts .................................................................................... 6.20Mathematics ............................................................................................................. 6.24Science ..................................................................................................................... 6.27Social Studies ........................................................................................................... 6.30

Part 7 Teaching ActivitiesIntroduction to the Teaching Activities .............................................................................. 7.2Description of the Elements in a Teaching Activity .......................................................... 7.3

Reading and Language ArtsTeaching Activities ..................................................................................................... 7.4

MathematicsTeaching Activities ................................................................................................... 7.43

ScienceTeaching Activities ................................................................................................... 7.75

Social StudiesTeaching Activities ................................................................................................... 7.95

Answers to Student Worksheets ................................................................................ 7.121Part 8 Using Test Results

Parents’ Guide to Understanding TerraNova, The Second EditionAchievement Tests ........................................................................................................ 8.18

Part 2 Item Writing Tips 2.63C

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Item Writing TipsThe classroom teacher may want to develop more practice items to supplement thoseoffered in Parts 4 and 5. These additional items would give students practice in test-takingskills and measure progress in the subjects they are currently studying in class.

The item writers at CTB/McGraw-Hill use specific and complex guidelines to develop itemsfor a wide range of testing products. Below you will find a simple checklist to follow indeveloping items similar to those used in TerraNova, The Second Edition. You may want tomake copies of the template on the next page to help you organize your items.

1 Choose skills from your course objectives.2 Each item should test only one educational objective.3 Write a clear and direct stem (question) that does not clue the answer to the item

or to other items.4 The item should have only one correct response.5 The distractors (incorrect responses) should be clearly wrong, yet plausible.6 All the responses should be logically and grammatically consistent. A response

should not “stand out” as different in length or structure.7 Ordering the items from simple to complex, or according to the sequence in the

stimulus, can help students successfully build on their understanding of a givenpassage or stimulus.

8 Items should cover a range of skills and difficulty levels.

Example:

4 Which definition best fits the word star in the sentence “When it comes tosurviving in the bird world, starlings are stars”?

F Definition 1

G Definition 2

H Definition 3

J Definition 4

star (stär), noun. 1. A heavenly bodythat looks like a bright point of light inthe night sky. 2. A figure that has fiveor more points. (A sea star has the shapeof a five-pointed star.) 3. One who isvery good or outstanding in some field.(My brother is the basketball star in ourschool.) 4. An actor who plays the leadrole in a play, movie, or television show.

A dictionary gives the following definitions of “star.”

Stimulus

Stem

Correct Response

Distractors

2.64 Part 2 Item Writing Tips

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Item Writing Template

Item Objective:

Stimulus (if any):

Stem:

Answer Choices:(Correct Response and Distractors)

A

B

C

D

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4.2 Part 4 Student Practice Materials—Grade 6

Student Practice MaterialsThe purpose of Part 4 is to provide sixth-grade students with a useful practiceexperience and to provide teachers with an opportunity to assess the readiness of theirstudents for the actual test. To achieve this goal, the practice materials are designed forflexible classroom use and can be tailored to suit specific student needs or curriculargoals.

Both selected-response items and constructed-response items are represented in thepractice materials, giving students a chance to become familiar with different item types.Students who have seen how the questions are formatted and phrased will feel more atease when confronted with similar items in a formal testing situation.

The student practice materials in Part 4 can also be useful after the test has beenadministered. After identifying where improvement is needed, these materials cancontribute to a successful remediation effort.

The practice materials are organized by content area and can be assembled andadministered as a single test covering a variety of subjects, or each content area canbe assigned as a single-subject quiz. Teachers also have the option of reviewing thepractice materials with students before asking them to answer the questions, or theycan simulate a real testing situation by having students complete the items withoutdiscussion. For the mathematics items, teachers will need to provide each student witha centimeter/inch ruler.

Items within the student practice materials have been written for two separate gradelevels. Because of a range of abilities within most school districts across the nation,CTB/McGraw-Hill does not identify the items by grade level so that teachers willfeel comfortable using these materials with students of different ability levels withinthe classroom.

For those teachers who wish to write additional items of their own, a sectioncalled “Item Writing Tips” is included at the end of Part 2.

The answer key and scoring guide in Part 6 identify the content objective for each of thepractice items in Parts 4 and 5. With this information, a teacher can determine in whichareas students are performing well and in which areas additional practice is needed.After determining student needs, the teaching activities in Part 7 can be used as a way ofreviewing the key concepts and skills covered in the TerraNova family of assessments.For information about using test results, see Part 8 of this binder.

The following practice materials are ready for duplication and immediateclassroom use. For teachers who have access to a computer and printer, theStudent Practice Materials are available on the CD-ROM located on the insideback cover of this binder.

Helpful Hint

Helpful Hint

4.3Student Name

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6–7 Student Practice Materials Reading and Language Arts Page 1

There’s No Stopping Those

Starlings!by Claire Miller

Directions Here is a magazine article about starlings, birds that are excellent at adaptingand surviving. Read the article. Then do Numbers 1 through 5.

Cross-Country MoversAbout 100 years ago, a man in New York

City liked to read plays by an English writernamed Shakespeare. The man thought it wouldbe wonderful if all the birds mentioned byShakespeare were living wild in America. Butthere were no European starlings around. So hesent for 100 of them and set them free in NewYork City’s Central Park.

The man thought everyone would thankhim. Instead, many people became worriedbecause the starlings were such bullies. Thebirds began to breed and spread across NorthAmerica. And wherever they went, there werefewer native birds such as bluebirds, chickadees,and wrens. That’s because the starlings grabbedthe best nesting holes. They even killed the otherbirds to steal their holes.

Now starlings live almost everywhere inNorth America. So wherever you go—cold lands,hot lands, rainy or dry—you’re likely to see somestarlings nearby.

Something New? That’s OK with Us!Starlings are adaptable (uh-DAP-tuh-bul).

That means they’re good at changing their habitsin order to survive. For example, they’ve learned

to live almost anywhere. When people chopdown forests to make room for cities, starlingsdon’t seem to mind. They find cozy places tonest on the buildings.

Starlings aren’t fussy eaters, either. Almostany kind of food will do. They especially likeinsects. But they’ll eat other small animals,garbage, seeds, and fruit.

Wherever they go, they learn to find plantsthat help keep away blood-sucking lice andmites. They weave these plants into their nests.And that means the baby birds have a goodchance of growing up healthy.

Flocks by the ThousandsExcept when they’re nesting, starlings

gather by the thousands every evening. The skyfills with twittering flocks as they head for thetrees where they sleep. Sometimes so manybirds roost in one tree that the branches break.And in some places, entire woods are madewhite with their droppings.

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Page 2 Reading and Language Arts 6–7 Student Practice Materials

1 Which of these best describes thearticle?

A a description of the habits of nativeNorth American birds

B a discussion of what happenedwhen starlings came to NorthAmerica

C a story of a man who read aboutstarlings in Shakespeare’s plays

D a study of which birds arementioned in Shakespeare’s plays

Starlings are amazing acrobats in the sky.At daybreak the birds head off in huge flocksto look for food. Together they form a blackcloud—rising, dipping, and swirling. Theyfly one way and suddenly turn in anotherdirection. Whoosh . . . whoosh . . . wow!

Even though the flocks are fun towatch, farmers aren’t always happyto see them coming. True, thebirds eat a lot of insects.They especially liketo dig for insects insoft, damp soil. Butthey’ve becomepests in wheatfields by eating theyoung plants. And when a flock of starlingslands in an orchard, it can wipe out an entirefruit crop in a short time.

Starling SoundsHave you ever listened to a flock of

starlings? The birds call to each other: “Zeer,zeer.” They sing long songs that include chirps,squeaks, and whistles, and they clack their bills.

What a racket they make!

Starlings also copy othersounds. People have heard them

imitating more than 200 kinds ofbirds. And they can even learn to talk

like humans and whistle songs they’veheard people sing or play.

Tough Little StarsWhen it comes to surviving in the bird

world, starlings are stars. They’re clever, they’restrong, and wherever they go, they can learn toget along.

2 In the article, “native birds” probablymeans birds that

F were also mentioned inShakespeare’s plays

G were in North America beforestarlings arrived

H steal other birds’ nesting holes

J imitate humans and other animals

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3 According to the article, which of these would a starling probably prefer to eat?

A a lizard

B a rotten apple

C a grasshopper

D a sunflower seed

4 Which definition best fits the word star in the sentence “When it comes tosurviving in the bird world, starlings are stars”?

F Definition 1

G Definition 2

H Definition 3

J Definition 4

5 Which of these sentences from the article states an opinion?

A There were no European starlings around.

B Now starlings live almost everywhere in North America.

C Starlings also copy other sounds.

D Starlings are amazing acrobats in the sky.


star (stär), noun. 1. A heavenly bodythat looks like a bright point of light inthe night sky. 2. A figure that has fiveor more points. (A sea star has the shapeof a five-pointed star.) 3. One who isvery good or outstanding in some field.(My brother is the basketball star in ourschool.) 4. An actor who plays the leadrole in a play, movie, or television show.

A dictionary gives the following definitions of “star.”

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Directions Josiah wrote a paragraph about some research he did on starlings. There aresome mistakes that need correcting. Read the paragraph. Then do Numbers 6through 8.

6 Choose the best way to combineSentences 3 and 4.

F They claim that some other kindsof birds compete with starlings tobe on the endangered species list.

G They claim that starlings, some ofthem being on the endangeredspecies list, compete with otherkinds of birds.

H They claim that starlings competewith other kinds of birds, some ofwhich are on the endangeredspecies list.

J They claim that starlings competewith other kinds of birds, some ofthese birds are on the endangeredspecies list.

7 Choose the best way to write Sentence 6.

A Finally, there are also Web sites forpeople who love starlings.

B Besides, there are also Web sites forpeople who love starlings.

C Therefore, there are also Web sitesfor people who love starlings.

D Best as it is



F According to some experts, starlingsare good because they eat possiblyharmful insects.

G According to some experts, starlingsare good because they eat possibleharmfully insects.

H According to some experts, starlingsare good because they eat possibleharmful insects.

J Best as it is

▼1 Are starlings good or bad? ▼2 Most bird lovers in the United States

seem to not like them. ▼3 They claim that starlings compete with other kinds

of birds. ▼4 Some of these birds are on the endangered species list. ▼5 There

are many Web sites that give advice on how to get rid of starlings. ▼6 However,

there are also Web sites for people who love starlings. ▼7 In Europe, they have

been popular pets for centuries. ▼8 According to some experts, starlings are

good because they eat possibly harmfully insects.

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Pros: Good Things About Starlings


9 Use details from what you have read about starlings to fill in the “pros and cons” chart.List three good things and three bad things about starlings.

Cons: Bad Things About Starlings

1.

2.

3.

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Directions Here is a chapter from Among the Dolls. Vicky finds that she has becometiny and is stuck inside her dollhouse. Read the chapter. Then doNumbers 10 through 15.

Vicky blinked and stood up. She knewimmediately that she was in the third-floorplayroom. There was the tin rocking horseshe always made the brother doll ride forhours. Its back looked very sharp anduncomfortable now that she could see itbetter. There were the “books” she madefor them, from little folded pieces of paper;but now they were like cardboard, coveredwith large grainy crayon blots.

And there was the music box, barelythe size of her thumb the last time she hadopened it, but now like a massive chest. It wasmade of ivory, and the carving, which hadseemed so delicate, was actually rather crudeand uneven. The little tinkling melody it playedover and over again was her favorite song, andsuddenly she wanted to hear it. She wasfrightened, of course, and the familiarity of theunchanging tune might comfort her. Shepushed open the box, and the music began.

But it was different now, clanging andblurred and painfully loud, like being on theinside of a ringing bell. And the tune was hardlyrecognizable, a raucous mockery of its formersweetness. She had to stop it! But the top wascaught somehow; she couldn’t move it at all.Her hands on her ears, she backed away, thenturned to run from the terrible sounds.

by William Sleator

illustrated by Trina Schart Hyman

DollsAmong the

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10 Which of these best tells what happens in the chapter?

F A girl is amazed to discover that one of the dolls in her dollhousehas come to life.

G A girl becomes homesick for her own world after living amongher dolls for a time.

H A girl is afraid when she finds herself a part of the world of herdolls.

J A girl accustomed to playing with her dolls finds she has lostinterest in them.

But she froze before taking even one step.Now she was facing the edge of the house,where the room simply ended and there wasnothing but empty space plunging all the waydown to the floor of her room. It was like beingin a house that had been neatly sliced down themiddle by a gigantic cleaver. She didn’t dare getany closer to the edge, but stood and stared offinto her room, the horrible music banging andbonging behind her.

Everything was the same, but gigantic. Therug was a thick forest spread out far below her,her bed a steep plateau, and the doorway on theother side of the room was fuzzy with distance,rising up to a ceiling she could not even see.

This can’t be happening, she said to herself.It’s impossible! I must be dreaming. But itwasn’t vague like a dream. Everything washorribly clear, and all the details were perfect.She tried to fight a growing panic, which was

only made worse by the deep void just ahead ofher. This can’t be happening, she thought again,uselessly. I’ve got to make it go away! How can Imake it go away?

Behind her, the music stopped with asudden crash and she spun around. Beside themusic box stood the aunt doll, taller than Vickynow. In the abrupt silence, Vicky simply staredat her without speaking. The doll’s black hair,pulled back tightly in a knot at the back of herhead, was now like thick rope. The stitches onher floor-length black dress were wide anduneven. Her painted features were chipped inplaces, giving her smile a strange twisted look.Her lashless eyes were amazingly large, almostcircles, opened wide, a black pupil isolated inthe center of each.

“Aha,” said the aunt doll softly, her smilingmouth not moving at all. “You are small andhelpless now, I see.”

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11 Which of these belongs in Box 1?

A The books were ones that Vickyhadn’t read.

B The books were rather large andrough.

C The books were old and torn.

D The books were made of foldedpaper.

12 Which of these belongs in Box 2?

F The rug looks like a distant,blurry sea.

G The rug looks like a shaggy dog.

H The rug is like a thick forest.

J The rug has mysteriouslydisappeared.

Directions A student made a chart based on the chapter. Use the chart to do Numbers 11through 13.

Before Vicky Becomes Tiny

1

The music box was tiny and delicateand played a sweet melody.

The rug in the bedroom was ordinary.

After Vicky Becomes Tiny

The books are like cardboard.

The music box is a massive, crude chest,making a horrible, loud clanging noise.

2

13 Which generalization about the chapteris best supported by the information inthe chart?

A What Vicky had once thoughtfamiliar and pleasant now seemsbizarre and frightening.

B Someone or something hastampered with the contents ofVicky’s dollhouse when she wasnot there.

C Although the dollhouse is cozyand comfortable, Vicky is surprisedto learn that the dolls find itunpleasant.

D The aunt doll wants to scare Vickybecause she is angry at her forintruding into her home.


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15 From what you have read in the story, howwould the brother doll most likely greet Vicky?

A Finally I have a playmate my own age! Ihave been so lonesome in this house withno one to play with but the aunt doll.

B Well, well. Now we’ll see how much you likeriding that abominable tin horse for hoursand hours.

C Hey Vicky, do you want to play a game ofcheckers before Auntie calls us for dinner?

D Who are you? I’ve never seen you before.Where did you come from?

14 Because of what the aunt doll says, it is likelythat she

F hopes that Vicky will want to become partof the doll family

G sympathizes with Vicky and wants to help her

H is looking forward to having power over Vicky

J is eager to ask Vicky questions about theworld outside the dollhouse


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Directions Here is a paragraph a student wrote about an afternoon spent with hergrandmother. There are some mistakes that need correcting. Read theparagraph. Then do Numbers 16 through 18.

16 Which sentence does not belong in theparagraph?

F Sentence 3

G Sentence 4

H Sentence 7

J Sentence 8

18 Choose the best way tocombine Sentences 5 and 6.

F Just dollhouses and furniture, thefair had other kinds of miniaturesas well.

G Although more than justdollhouses and miniatures, the fairhad other kinds of miniatures aswell.

H In spite of having more than justdollhouses and furniture, the fairhad other kinds of miniatures aswell.

J Besides having dollhouses andfurniture, the fair had other kindsof miniatures as well.


A We are surprised at how big the fairwas.

B We have been surprised at how bigthe fair was.

C We were surprised at how big thefair was.

D Best as it is


▼1 My grandmother took me to a miniatures fair to find some dollhouse

furniture.▼2 We had been surprised at how big the fair was.▼3 There were hundreds

of exhibits.▼4 My grandmother came to see my school’s art exhibit last

week.▼5 The fair had more than just dollhouses and furniture.▼6 There were other

kinds of miniatures as well.▼7 We saw miniature models of cars, ships,

and airplanes.▼8 There were also several kinds of model soldiers.

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Directions Choose the sentences that best support the topic sentence.

19 Miniature soldiers are a popular collector’s item.

A Some people collect miniature figures based on characters from popularmovies. Star Wars figures, for example, make a colorful collection.

B There are model soldiers available from many periods in history. You canbuy anything from a Roman centurion to a World War II paratrooper.

C Soldiers wore plumes on their helmets and carried shields. Later on, theywore heavy suits of armor.

D In fact, a collection of miniatures can be worth a lot of money. A dollhousebuilt in the last century, for example, might be sold for thousands of dollars.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

20 Think about the chapter from Among the Dolls. Give a prediction of how the aunt dollwill most likely behave toward Vicky as the story continues. Base your prediction onwhat you have read, and support it with at least one specific detail from the chapter.


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21 Among the Dolls is a fantasy about a girl who shrinks and can fit into a dollhouse. Thinkof another situation in which a person shrinks to a very small size and plays with atoy. Write a paragraph explaining why this would be a good idea for a story. Give specificdetails.

For this answer, make sure you write at least three complete sentences and checkyour work for correct spelling, capitalization, and punctuation.


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Apollo and Phaethon

Directions Here is a story about the Greek sun god Apollo and his mortal son Phaethon.Read the story. Then do Numbers 22 through 30.

Phaethon wanted to prove to his mortalfriends that he really was Apollo’s son, so hejourneyed east in search of Apollo’s goldenpalace. Apollo welcomed his son and promisedto do whatever he could to help him convincehis friends. “Tomorrow, let me drive thechariot that draws the sun across the sky,”Phaethon pleaded. “That will show them!”

Apollo protested. “That is no ordinarychariot or team of horses. It is too dangerous,my son!”

But Phaethon could not be persuaded. Hegrasped the reins eagerly, failing to noticehow powerful and impatient thehorses were. He was thinkingonly of the looks on hisfriends’ faces. Laughing, heimagined how he wouldsay, “I told you so!” Hisfather’s last words weredrowned out asthundering hoovespropelled the chariot intothe sky. “Keep on themiddle course, my son,exactly between heaven andEarth!”

The horses took controlimmediately. Phaethon clunghelplessly to the reins, with nohope of steering the chariot as it

carried the sun across the sky. The horsesgalloped wildly off course. Leaping too high,they scorched a long streak in the sky, whichbecame known as the Milky Way. Meanwhile,far below, the two ends of the Earth froze,becoming the North and South Poles. Then,suddenly, the chariot bolted downward. Desertswere burned into the Earth as the chariotdipped dangerously close.

Finally, Phaethon fell to Earth from thechariot. His body sank to the bottom of a greatriver. His best friend swam the river, searchinghopelessly until Apollo took pity on him and

made him a constellation of stars inthe sky. That constellation

is known as Cygnus,the Swan.

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22 Which of these best describes the story“Apollo and Phaethon”?

F news report

G ancient myth

H science article

J historical novel

24 Phaethon’s decision to drive the chariotshows that he was

F wise

G jealous

H foolhardy

J responsible

23 The answer you chose for Number 22is correct because the story includes

A a fictional portrait of a famousperson

B a fanciful explanation of a naturaloccurrence

C an exact measurement of the solarsystem

D an entertaining record of a bitterfamily quarrel

25 Phaethon could not be persuaded tochange his mind. Find the word thatmeans the same as persuaded.

A promised

B convinced

C prevented

D allowed

26 According to the story, what was one ofthe results of Phaethon’s ride?

F It caused the creation of swans.

G It destroyed most of the Earth.

H It convinced his friends of hispower.

J It caused extreme conditions insome places.

27 The Greeks told the story of Phaethonto explain all of these except

A the source of the great rivers onEarth

B the presence of one of theconstellations

C why the sun seems to travel acrossthe sky

D why the Milky Way galaxy exists


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28 Choose the sentence that best fits the blank in the paragraph.

29 Choose the sentence that is complete and written correctly.

A At one time, our calendar being based on the phases of the moon.

B A lunar month is the number of days the moon taken to go through all ofits phases.

C In about twenty-nine and a half days, the moon has went from full to newto full again.

D There are approximately twelve and a half lunar months in a solar year.

Long ago, people measured the passage of time by noting the apparent

movement of the sun and moon around the Earth. Sunrise and sunset

obviously marked the passage of a day. Another important cycle was the

number of days between new moons. .

F Each of the four seasons included three of these cycles.

G Human beings eventually traveled to the moon.

H In reality, the moon gave off no light of its own.

J The Earth was one of nine planets that orbited the sun.


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30 Choose the best way to combine the two sentences.

Our calendar is based on the number of days Earth takes to orbit the sun.

Other calendars are based on the phases of the moon.

F Other calendars are based on the phases of the moon our calendar is basedon the number of days Earth takes to orbit the sun.

G Based on the phases of the moon, other calendars are not based on the numberof days Earth takes to orbit the sun as our calendar is.

H Our calendar, based on the number of days Earth takes to orbit the sun,and others are based on the phases of the moon.

J Although our calendar is based on the number of days Earth takes to orbitthe sun, others are based on the phases of the moon.


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31 A student rewrote a Greek story about the sun in his own words. There are threemistakes in grammar, capitalization, and punctuation. Draw a line through eachpart that has a mistake, and write the correction above it.

Daedalus and Icarus

Daedalus and his son Icarus were prisoners on an

island. They’re only escape was to fly away over the

sea. They made wings of feathers and wax. Daedalus

told Icarus not to fly too close to the sun because

the wax would melt. Icarus was so excited about

flying. That he ignored his father’s warning. As he

soared higher and higher, the wax holding the feathers

melted, and Icarus fell into the sea.


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32 In her first piano lesson, she learned the notes of the .

The first climber to the cliff will win the competition.

F ascend

G scale

H conquer

J instrument

Directions Read the sentences. Then choose the word that best completesboth sentences.

Directions Choose the answer that shows the best capitalization and punctuationfor the underlined part of the sentence.

33 One of my favorite plays is the musical comedy Guys and dolls.

A Guys and Dolls.

B guys and dolls.

C guys and Dolls.

D Correct as it is

34 The dog had a bark.

F feroshus

G ferocious

H ferosious

J feroshious

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Directions Choose the word that is spelled correctly and best completes the sentence.


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Student Name4.21

Student Name

6–7 Student Practice Materials Mathematics Page 1

1 A magician held out three differentcards. He asked a volunteer to selecteach of the three cards in any order.How many ways can the cards beselected?

A 1 way

B 3 ways

C 6 ways

D 12 ways

2 Which number on the sign below ismost likely an estimated number?

F 4

G 30

H 12

J 200

4th Annual Craft Fair4th Annual Craft FairSaturday, May 30Opens at 12 noon

200 hobby and craft ideas

3 Mr. Wills and his Dalmatian, Fireball,won first place at the annual dogshow and received a $75.00 giftcertificate to a pet store. Mr. Willsspent $58.72 at the store. How muchmoney did Mr. Wills receive in changefrom the gift certificate?

A $16.28

B $17.38

C $23.72

D $27.38

4 At the end of the day, part of a lakeis in the shade. Look at the diagrambelow. The shaded part represents2.65 square miles.

What is the best estimate of the totalarea of the lake?

F 2 square miles

G 4 square miles

H 6 square miles

J 8 square miles

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5 The Iditarod trail is 1,151 miles long, and there are 26 checkpoints along the way.Estimate the average distance between each of the checkpoints on the trail.

A 10 miles

B 40 miles

C 100 miles

D 400 miles

Directions The Iditarod Sled Dog Race in Alaska begins in Anchorage and endsin Nome. Do Numbers 5 and 6 about the race.

6 The chart below shows the distances between the first 6 checkpoints.

The total length of the Iditarod trail is 1,151 miles. What is the distancefrom Knik to the finish line at Nome?

F 1,056 miles

G 1,088 miles

H 1,102 miles

J 1,137 miles

Checkpoint Distances Miles

Anchorage to Eagle River 20

Eagle River to Wasilla 29

Wasilla to Knik 14

Knik to Yentna 52

Yentna to Skwentna 34

Skwentna to Finger Lake 45

Page 2 Mathematics 6–7 Student Practice Materials

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D

A

C

B

8 Mark and Sue traveled across a lakeon a raft from A to B, and Jan and Pattraveled from C to D, as shown below.

How many acute angles are formedby AB and CD?

F 1

G 2

H 3

J 4

7 A bag of 80 quarters weighs 1 pound.Which of these could be used to findthe number of quarters in 6 pounds?

A 0.25 � 6

B 0.25 � 80

C 80 � 80 � 80 � 80 � 80 � 80

D 6 � 6 � 6 � 6 � 6 � 6

9 Tessa is driving from Chesterton toOak Hill. After driving for 25 miles,she saw the sign below at the junctionof two freeways.

Sternville

3 mi

Oak Hill

17 mi

Which of these statements must betrue?

A Sternville and Oak Hill are 14 milesapart.

B Sternville is between Chesterton andOak Hill.

C Tessa cannot drive to Sternvillebefore going to Oak Hill.

D The driving distance from Chestertonto Oak Hill is 42 miles.


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10 Sara, Amy, Juan, and Tom played oneround of golf together. Then Saraand Juan went to eat lunch while Amyand Tom played another round.What was the total cost for the fourof them to play golf?

F $9.00

G $12.00

H $15.00

J $18.00

587220Anna

587195Ben

587228Cathy

587204Daniel

12 At the end of an awards ceremony,a ticket will be randomly selectedand the winner will receive a dinnerat the Gazebo Restaurant. The hostannounced that the winning numberis a multiple of both 2 and 5. Whichof these people could have thewinning ticket?

F Anna

G Ben

H Cathy

J Daniel


0 5 10

11 Troy made a pattern with arrows onthe number line shown below.

If Troy continues the pattern, whatnumber would the sixth arrow pointto?

A 6

B 13

C 16

D 18

13 Which of these operation signs couldgo in the box to make the numbersentence true?

4 2 � 8 � 10

A � and �

B � and �

C � and �

D � and �

GOLF WORLD

First round $3.00

Each additional round $1.50

Per person, per round

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14 Which of these shapes is a quadrilateral with only one right angle?

F G H J

15 There are 55 different collectible cards in a series. So far, Harold has 45of the cards in the series and 25 duplicate cards. Harold bought 1 morecollectible card that was wrapped, so he couldn’t see which card it was.What is the probability that the card is different from the cards Haroldalready has?

A1

55

B10

55

C25

55

D25

45


16 There will be a circular fountain in the center of the mall, with a diameterof 40 feet. Which of these would be the diameter of the fountain?

F the distance around the fountain

G half the distance around the fountain

H the distance across the center of the fountain

J half the distance across the center of the fountain

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17 Judy ate 3 more grapes than Kris.Together they ate fewer than 12grapes. What is the greatest possiblenumber of grapes that Kris could haveeaten?

A 3

B 4

C 6

D 7

18 Brian and Steve are playing a hockeyvideo game. After two of the threeperiods, the score is Brian 8, Steve 6.If both boys continue to score at thesame rates, what will be the finalscore?

F Brian 12, Steve 9

G Brian 12, Steve 10

H Brian 10, Steve 8

J Brian 16, Steve 12


19 Use the centimeter side of your ruler to help you solve this problem.

Tom’s model train is 27.5 centimeters long. The train has an engine and 3 passenger cars.The engine is shown below.

?

What is the total length of the rest of Tom’s model train?

A 6 centimeters

B 9.5 centimeters

C 18 centimeters

D 27.5 centimeters

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20 The circle graph below shows how Shawn’s hockey team has done this season.

Losses

Ties Wins

Shawn’s Hockey Team

What percent of their games did Shawn’s team win? %

If they won 7 more games than they lost, how many games did they play in all?


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21 Mr. Barrett is designing a park. A diagram of the park is shown below.

Mr. Barrett plans to put a slide at Point S and a bench at Point B. In the chart below,write the ordered pair for each point.

Mr. Barrett plans to put a picnic table at (2, �4). On the diagram above, plot the pointfor the picnic table and label it P.

0-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10

10

9

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7

6

5

4

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2

1

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-2

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-8

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B

S

PARK

Point S Point B


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22 Christine bought some plants at a nursery.

$1.89 $2.29carnations

daisiesroses

She bought 1 carnation plant, 1 daisy plant, and 2 rose plants. The total costof her plants was $7.96. What was the cost of the daisy plant? Show your workin the box below and write your answer on the line.

$


4.31Student Name

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xxxxxxxx

xxxx

xx

xxxx

xxxx

xxxx

xxxxxxxxxxx

xx xxxxx

xx

x

xxx xxxx

xxxxx

x

xxx

xx

xx

x xx

xx

x

x

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x x xxxx

xx

6–7 Student Practice Materials Science Page 1

2 Maxine wants to add 40 milliliters of liquid fertilizer to a liter of water. Which of thesedevices would be best for measuring the fertilizer?

1 Which of these is most important for every car to have?

A a rearview mirror

B a CD player

C air conditioning

D power windows

3 Paul wants to conduct a study of surface water temperature in a pond. Which of theseplans for measuring temperature would give him the best information about the pond?Each X shows a place where the temperature of the water would be taken.

F G H J

A B C D

100

90

80

70

60

50

40

30

20

105

1075

100

50

25

10

100-milliliterflask

10-millilitertest tube

100-millilitergraduated cylinder

10-milliliterbeaker

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Page 2 Science 6–7 Student Practice Materials

4 Sheila tested a laundry soap to see how well it removed black ink stains on white T-shirts.The table below shows the color of the stain after washing one T-shirt in water, and thecolor of the stain on the other T-shirt after washing it in water with the laundry soapadded.

Which of these conclusions can be drawn from the results shown above?

F Water only did not affect the ink stain.

G The soap completely removed the ink stain.

H More stain was removed by the soap than by water.

J Adding the soap to the water did not help remove the stain.

5 The diagram shows how basic units of lifemake up more complex units in anorganism. Which of these belongs on thebottom line of the diagram?

A chromosomes

B molecules

C atoms

D cells

Organism

Organ systems

Organs

Tissues

?

Water Only

Water withLaundry Soap

✔

✔

Color of Black Ink Stain After Washing T-Shirts

None Light Gray

Medium Gray

Dark Gray Black

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7 Elsa’s mother finds that Elsa has a slight fever. Whichof these shows the temperature Elsa might have?

A 88°FB 95°FC 100°FD 110°F

6

Why are many of the rocks found on a beach smooth?

F Grains of sand cover them.

G Salt in the water makes them smooth.

H The ocean can move only smooth rocks onto beaches.

J The ocean rubs sand and other rocks against them.

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9 In the picture, the oil is floating on top ofthe water because

A there is less oil than water

B the water was poured first

C oil pours more slowly than water

D water is more dense than oil

Oil

Water

8 Look at the picture. Which living thingshown in the picture is a producer?

F the fish

G the clam

H the pelican

J the seaweed

10 Look at the picture of an electric wire.Which of these materials is the arrowpointing to?

F steel

G plastic

H copper

J rubber

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Earth

Sun

Moon

Moon’sshadow


11

12 Which of these systems work together to bring nutrients to cells?

F skeletal and respiratory

G circulatory and digestive

H digestive and respiratory

J circulatory and respiratory

Which of these is shown by the diagram above?

A a solar eclipse

B a lunar eclipse

C a full moon

D a half-moon

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13 Look at the four biomes shown below.

Biome 1 Biome 3

In which biome are plants best adapted to conserve water?

Biome 2 Biome 4

Explain why plants living in this biome need to conserve water.

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14

Describe how the water temperature changes from February to August and fromAugust to December.

February to August:

August to December:

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

2019181716151413121110

9876543210

Month

Tem

per

atu

re (

°C)

MONTHLY OCEAN WATER TEMPERATURE


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15 Many people use wells to get water from deep in the ground. Use the concept of thewater cycle to explain how a molecule of water from a well could once have been amolecule of water in the ocean.


HHH

O

HH

H O

HHHO

OHHH

HHH

O

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6–7 Student Practice Materials Social Studies Page 1

The ancient city of Machu Picchu is locatedhigh in the mountains of Peru. The remotesite contains the ruins of many stonestructures, including houses, temples, andceremonial areas. Although there is evidencethat the people of Machu Picchu grew cropson the terraced mountain slopes, little else isknown about their lives.

Machu PicchuDirections Use the information below and your own knowledge to do Numbers 1 through 3.

3 Which of these civilizations builtMachu Picchu?

A Incan

B Egyptian

C Greek

D Roman

2 The information suggests that the peopleof Machu Picchu

F had no knowledge of farming

G relied on trade for all of their food

H left detailed written records of theiractivities

J practiced some form of religion

1 According to the information above, whichof these statements about Machu Picchu ismost likely true?

A Its location provided protection frominvaders.

B It used large areas of flat land forgrowing food.

C Its buildings were made of wood.

D It was easy for travelers to reach the city.

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1 2

43

Page 2 Social Studies 6–7 Student Practice Materials

4 Which of these people is mostassociated with the terms listedin Box 4?

F John Smith

G Harriet Tubman

H Thomas Jefferson

J Abigail Adams

5 Which box lists terms that are relatedto the earliest period of United Stateshistory?

A Box 1

B Box 2

C Box 3

D Box 4

Abolitionists

Underground Railroad

EmancipationProclamation

Pilgrims

The Mayflower

Plymouth

Patriots

Boston Tea Party

Paul Revere’s Ride

Pioneers

Oregon Trail

Covered Wagons

United States History

Directions The terms in each box are related to a period of United Stateshistory. Use the information below and your own knowledgeto do Numbers 4 and 5.

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Directions The information below is about an important person in United Stateshistory. Read the information. Then do Numbers 6 and 7.

6 Which of these was a responsibility of Robert Smalls when he wasa member of the House of Representatives?

F vetoing bills

G introducing bills

H approving treaties

J appointing ambassadors

7 While a member of Congress, Robert Smalls worked to

A improve civil rights

B increase religious freedom

C lower income taxes

D protect the environment

Robert Smalls� Elected to the South Carolina legislature in 1868

� Became a member of the United States House ofRepresentatives in 1875

� Introduced legislation defining the rights offormer slaves

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Do You Know?

8 Which of these is an example ofbartering?

F getting a bank loan for a house

G trading a book for a computer game

H buying movie tickets with cash

J using a credit card to buy a bicycle

9 Which of these are nonrenewableresources?

A fish

B minerals

C forests

D animals

10 A bill can become a federal law if it is

F approved by state legislatures

G approved by the Supreme Court

H passed by Congress and signed bythe President

J signed by the President andapproved by governors

11 Egyptian pyramids were used mainly as

A tombs for rulers

B buildings for storing grain

C temples for religious practices

D palaces for the royal family

EgyptianPyramidsEgyptianPyramids

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� � MASON CITY, IOWA � �

12 The railroad first came to Mason City in 1869. In which of these ways didthe railroad most likely affect Mason City?

F Fewer goods were available in stores.

G New jobs and businesses were created.

H Fewer community services were needed.

J Other types of transportation became unnecessary.

Mason City in 1870

Co

urtesy Lib

rary of C

on

gress

Directions Use the picture below and your own knowledge to do Number 12.

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Agriculture in Ancient Civilizations

13 The chart below shows some agricultural products and where they were grown.On the map below, write the number shown for each agricultural product inthe circle nearest the location where it was grown.

Where GrownAgricultural Products

China

EgyptGreece1 Olives

2 Barley3 Rice


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14 The chart below lists some developments that helped agriculture. Complete the chartbelow. An example has been done for you.

plow

terracing made more land available for planting

Development How it helped agriculture

irrigation

Developments in Agriculture


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• If a man stole either an ox or a sheep or

a pig or a goat, if it belonged to a temple

or to the state, he shall pay thirtyfold.

• If it belonged to another man, he shall

make good tenfold.

15 Before Hammurabi’s time, many laws were not written down. Why did Hammurabimost likely think it was important to have written laws? Give one reason.

The Code of Hammurabi was one of the first sets of written laws inhistory and was established by Hammurabi, the king of Babylon, duringhis reign from 1792 B.C. to 1750 B.C. The laws were carved onto a stoneslab and clearly stated what the violations and punishments were. Anexample from the Code is given below.

Code of Hammurabi

Directions Use the information below and your own knowledge to do Number 15.


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5.2 Part 5 Student Practice Materials—Grade 7

Student Practice MaterialsThe purpose of Part 5 is to provide seventh-grade students with a useful practiceexperience and to provide teachers with an opportunity to assess the readiness of theirstudents for the actual test. To achieve this goal, the practice materials are designed forflexible classroom use and can be tailored to suit specific student needs or curriculargoals.

Both selected-response items and constructed-response items are represented in thepractice materials, giving students a chance to become familiar with different item types.Students who have seen how the questions are formatted and phrased will feel more atease when confronted with similar items in a formal testing situation.

The student practice materials in Part 5 can also be useful after the test has beenadministered. After identifying where improvement is needed, these materials cancontribute to a successful remediation effort.

The practice materials are organized by content area and can be assembled andadministered as a single test covering a variety of subjects, or each content area canbe assigned as a single-subject quiz. Teachers also have the option of reviewing thepractice materials with students before asking them to answer the questions, or theycan simulate a real testing situation by having students complete the items withoutdiscussion. For the mathematics items, teachers will need to provide each student witha centimeter/inch ruler.

Items within the student practice materials have been written for two separate gradelevels. Because of a range of abilities within most school districts across the nation,CTB/McGraw-Hill does not identify the items by grade level so that teachers willfeel comfortable using these materials with students of different ability levelswithin the classroom.

For those teachers who wish to write additional items of their own, a sectioncalled “Item Writing Tips” is included at the end of Part 2.

The answer key and scoring guide in Part 6 identify the content objective for each of thepractice items in Parts 4 and 5. With this information, a teacher can determine in whichareas students are performing well and in which areas additional practice is needed.After determining student needs, the teaching activities in Part 7 can be used as a way ofreviewing the key concepts and skills covered in the TerraNova family of assessments.For information about using test results, see Part 8 of this binder.

The following practice materials are ready for duplication and immediateclassroom use. For teachers who have access to a computer and printer, theStudent Practice Materials are available on the CD-ROM located on the insideback cover of this binder.

Helpful Hint

Helpful Hint

5.3Student Name

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PL

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RIS

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Directions Read this story about one student’s experience makinga mask in an art class. Then do Numbers 1 through 9.

Paul Henderson was dreading going to school. Today, Tuesday, was the dayMs. Williams’ art class was to begin making masks. The class had been dividedinto groups. One person from each group was chosen to be the model, whichleft the others to prepare the plaster and get the mold ready to cast. Paul hadbeen designated a model.

He studied his face in the mirror. Maybe he could say he was sick so hewouldn’t have to go to school. He didn’t particularly like his face and wasn’tanxious to see it molded for posterity.

As soon as he entered the classroom, Polly Mercer told him to lie downon a table. He lay down and closed his eyes, and Polly wrapped a towel aroundhis head so that only his face was visible. To keep the plaster from sticking,she applied a layer of petroleum jelly to his eyebrows, eyelashes, and all overhis face.

Before long, Paul’s face was covered with plaster, with two straws stuck inhis nose for breathing. He knew he looked funny, because he could hear hisclassmates laughing. Paul wished he could disappear, but no chance. He wastrapped. The school would have his face on view forever.

After ten minutes, Polly and Henry carefully removed the hardened plasterfrom his face. Paul was freed from his plaster prison. He cleaned his face andwaited with the rest of the class to see how the mold would turn out, althoughhe would rather have been anywhere else.

The mold was laid out on newspaper, with its concave side facing up. Pauldidn’t want to look at it, but he was curious. The deep crevices made by hiseyes, nose, and mouth filled him with dread. Then Ms. Williams said the moldhad to dry overnight, and they would continue the process in the morning.“Oh no,” Paul muttered, “another day of torture!”

The next morning, Ms. Williams carefully poured a thick liquid clay intothe mold. Another twenty-four hours had to pass to allow the clay to dry. Paulsighed. He’d lasted this long, so he could surely put up with one more day.

Paul’s Mask

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2 An example of figurative language from the passage is

F lie down on a table

G his plaster prison

H a layer of petroleum jelly

J prepare the plaster

1 Paul had been “designated a model.” The closest meaning for theword designated is

A designed

B volunteered

C voted on

D specifically chosen

Thursday morning, Paul stayed in the back of the room while Ms. Williams carefully lifted themask from the mold. He closed his eyes. He could hear the class taking a collective breath.

Polly came back and gave him a gentle push, so he walked slowly up to the table. Paul was stunned.The mask was beautiful! He couldn’t believe it was his face. His nose wasn’t as long as he thought, andhis mouth wasn’t at all too big. Ms. Williams smiled as she stood next to him. She told the class shehad chosen Paul as a model for his group because of his strong features.

As the class ended, Paul felt pretty good. He was excited to think that his mask would be aroundfor a long time, for other students to study and appreciate.

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3 What part of the project was most uncomfortable for Paul?

A the cold plaster applied to his face

B the drinking straws placed in his nose

C the idea of having his face on display

D the feeling of having the plaster removed


4 Paul wasn’t anxious to see his face “molded for posterity.”In the sentence, posterity means

F a sense of wealth

G an artistic background

H future generations

J attention of ancestors

6 Which of these sentences is complete and written correctly?

F More plaster pouring into the mold to make the mask.

G The petroleum jelly help keep it from sticking.

H Pulling off the mask and cleaning it.

J The eyes can be painted after the plaster dries.

5 From what you know about Paul, which of these activities wouldprobably cause him the most worry?

A performing for a class video

B joining the chess club

C attending a rock concert

D learning to scuba dive

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9 Using what you have read, complete this list of step-by-step directions forcreating a plaster mask.

1. Mix up some plaster.

2.

3.

4.

5.

6.

7.

8. After 24 hours, pour liquid clay into mold.

9. After another 24 hours, lift mask from mold.

7 Which of these sentences is complete and written correctly?

A Paul was pleasantly surprised when the mold was removed.

B Paul watched as the mask came out of the mold he was very pleased.

C As Paul’s face emerged from the mold and was cleaned.

D The class was impressed, Paul was relieved it was all over.

8 If someone wanted to find out how masks are used in differentcultures, which of these books would be most helpful?

F Working with Clay

G Masks Around the World

H Making Plaster Casts for Fun

J Dressing the Part: Theatrical Masks

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Risk Taker, Profit Maker:

Melanie Bishop

K ids call Melanie Bishop the Lizard Lady. Buther skin isn’t scaly, her blood isn’t cold, and shedefinitely doesn’t have a tail that snaps off.However, when she’s at work, these samedescriptions fit more than a few of her businessassociates.

Work for Bishop is a party. For a fee, sheeducates, engrosses, and entertains at children’sparties—with more than a dozen live reptiles.

Bishop had never kept a reptile until a friendasked her to baby-sit some snakes in 1987. TheLos Angeles teacher accepted and, on a whim,took the snakes to her preschool class for show-and-tell. Her students responded enthusiastically.Bishop, who was looking for new ways to earnmoney, saw an opportunity and went intobusiness.

First, she went to the library to researchreptiles. Then, she borrowed some animals froman exotic pet store and tested her routine at afriend’s party. Once again, Bishop enthralled theyoung audience with her presentation. Confidentin her plan, she invested $4,000 in animals and

cages, created a press kit, and bought advertisingspace in a local magazine.

In her first month, Bishop booked fourparties. All were hits. Since then, continuedadvertising, television exposure, and word-of-mouth have kept her consistently busy. Now sheaverages 14 parties a month. (In one particularlybusy month in 1990, she booked 40!) She alsotalks at summer camps, schools, and communityevents.

One major reason for Bishop’s success is herbackground as a preschool teacher. Whilecompetitors may mimic her reptile routine,Bishop finds that her experience with childrensets her apart. So does her content. Bishopincludes far more factual information in herpresentations than her competitors.

Ever conscious of her joint role as teacherand entertainer, Bishop is careful to stressenvironmental concerns in her presentations.She also practices what she preaches. A portionof every fee she receives goes to save the rainforests.

Directions Some people discover a career by combining their past experiences with theirnew interests. Read the following article to learn how Melanie Bishop beganher career as the Lizard Lady. Then do Numbers 10 through 20.

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11 Melanie Bishop first became interested in reptiles

A as a little girl in Los Angeles

B after she attended a birthday party

C when a friend asked her to baby-sit some snakes

D after touring a reptile exhibit at a local museum

10 The article you have just read is mostly about

F how an original idea became a successful business

G how to care for lizards and other reptiles

H why the Lizard Lady teaches school

J where lizards and other reptiles live

12 Which of these best explains why Bishop has been more successful than others?

F She is energetic and willing to work long hours.

G She uses her teaching experience to enrich her program.

H She incorporates an extensive amount of information about rain forests.

J She makes use of aggressive advertising to promote her program.

13 Which of these questions could be answered by the information in the article?

A Why is Melanie Bishop considered a risk taker and profit maker?

B What is the best way to care for reptiles in an urban environment?

C When should advertising campaigns be used in business promotions?

D How did Melanie Bishop become a preschool teacher?

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14 Which of these approaches would be most useful for answering Number 13?

F use prior knowledge about children’s parties

G look for information in the Readers’ Guide

H skim the article to confirm main ideas

J reread the introduction

15 Using information from the article, choose the word that best completes the web.

common political controversial imaginative

A B C D

16 Here are two sentences related to the passage:

Melanie Bishop’s parties are educational and entertaining.

She relates interesting facts about reptiles.

Which of these best combines the two sentences into one?

F Relating interesting facts about reptiles, given by Melanie Bishop, parties areeducational and entertaining.

G Melanie Bishop’s parties are educational and entertaining, she relatesinteresting facts about reptiles.

H Melanie Bishop’s parties are educational and entertaining, and interestingfacts about reptiles are related.

J Because Melanie Bishop relates interesting facts about reptiles, her parties areeducational and entertaining.

creative

entertaining

educational

Lizard Lady’sParties

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▼1 Taking care of a pet reptile is not as easy as I thought.

▼2 For example, grocery stores do not sell canned iguana food.

▼3 You can only get them at a pet store. ▼4 Some reptiles will

only eat food that is alive. ▼5 Sunlight coming through glass

may not provide enough vitamin D. ▼6 A pet’s cage might

need expensive heating and lighting equipment.


F Sunlight came through glass may notprovide enough vitamin D.

G Sunlight coming through glass didnot provide enough vitamin D.

H Sunlight came through glass had notprovide enough vitamin D.

J Best as it is


A You can only get him at a pet store.

B You can only get it at a pet store.

C You can only get these at a pet store.

D Best as it is

Directions Celia was thinking about getting a pet lizard. Before deciding to buy one,she did some research on the Internet and wrote a paragraph about whatshe learned. Read the paragraph. Then do Numbers 17 through 19.

19 Where would this sentence best fit inthe paragraph?

Another concern is that petreptiles need warm temperaturesand the right kind of light.

A After Sentence 1

B After Sentence 2

C After Sentence 4

D After Sentence 6

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1st year

2nd year

3rd year

4th year

Jan

---

12

21

40

Feb

---

14

22

29

Mar

4

10

19

25

Apr

6

15

15

23

May

6

15

19

19

Jun

6

8

18

20

Jul

3

4

7

8

Aug

2

2

6

9

Sep

4

5

9

12

Oct

6

10

14

17

Nov

8

16

22

25

Dec

10

14

24

30

PARTIES GIVEN

Winter Spring Summer Fall


20 Look at the chart below. It shows the number of parties given month-by-month inthe Lizard Lady’s first four years of business.

According to the chart, which season of the year appears to be best for theLizard Lady’s business? Which season is worst? Give a possible reason thatmight explain this difference in the Lizard Lady’s business.

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There’s a lot of truth in this saying, as I foundout when I took the Synchronized SwimmingMedia Challenge. Here’s what happened: Eversince Synchronized Swimming became an officialOlympic sport, we journalists have ridiculed it.The thrust of our gist is: “Exactly what is soathletically impressive about people swimmingaround in circles smiling like recently escapedlunatics? ANYBODY could do that!”

Eventually the Synchronized Swimmingcommunity got tired of hearing this, andresponded as follows: “Oh YEAH? Well howabout if YOU try it?”

TRAINING TIPS

And thus I found myself at Emory University,wearing nose clips and goggles, in a pool aboutthe size of Lake Huron, only deeper, with a dozenyoung and extremely fit members of the U.S.Synchronized Swimming National Team One,who will basically be the U.S. Olympic Team for

There’s an old saying in journalism: “Be careful of what you makefun of, because you could find yourself upside-down attemptinga Vertical Split while your lungs rapidly fill with water.”

the 2000 Games in Sydney, Australia.

Also in the pool was my synchronizedmedia partner and Herald colleague, sportscolumnist Dan Le Batard. Dan and I, knowingthat the full masculine studliness of our bodieswould be on display, had prepared for thechallenge via a grueling fitness regimen of nothaving eaten a single Snickers bar for the entireprevious hour. I estimate that our body fatcontent had plummeted to somewhere around87 percent.

The spokesperson for U.S. SynchronizedSwimming, Laura LaMarca, had told me earlierthat we fit the basic profile of journalists whohad taken the Challenge. “Floating is definitelynot a problem,” she said.

That may be true, but I was pleased to seethat there were two lifeguards on hand. “That’sstandard procedure,” LaMarca said. “A one-to-one ratio of lifeguards to journalists.”

Directions Before the 2000 Summer Olympics, Dave Barry wrote thiscolumn about synchronized swimming. Read the column.Then do Numbers 21 through 26.

I Am Nowa TrainedEggbeaterby Dave Barry

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22 Where does the event described in thearticle take place?

F Lake Huron

G Sydney, Australia

H Emory University

J Team Headquarters

21 What does Dave Barry mean by thephrase “Synchronized Swimming MediaChallenge”?

A Journalists are making synchronizedswimmers prove their strength andabilities.

B Synchronized swimming is beingintroduced as a new sport in theOlympics.

C Newspapers are setting new goalsfor sports coverage in the media.

D Synchronized swimmers areeducating journalists about thedifficulty of the sport.

THE KITCHEN UTENSIL STROKE

With our safety assured, Dan and I startedlearning our synchronized maneuvers. The firstone was called Eggbeatering, which is when youmove your legs around like an eggbeater, so youcan keep your head and shoulders above thepool surface while you raise your armsgracefully into the air.

At least that’s how it worked for themembers of National Team One. When Danand I gracefully raised OUR arms, our entirebodies, arms and all, immediately sank likeanvils. So when we all tried the maneuvertogether, there was a circle of a dozen youngwomen, smiling and raising their arms, and inthe middle of the circle there was this bubbling,violently turbulent patch of water, underneathwhich were Dan and me, trying desperately toeggbeater our way back to the surface beforeour lungs exploded.

After we gave up on eggbeatering, we triedthe Ballet Leg, which is when you lie on yourback and raise your leg gracefully into the air.When the synchronized swimmers did this,their bodies remained absolutely steady andhorizontal; they appeared to be lying on floats.

When Dan and I attempted it, we hit thepool bottom so hard we left dents.

At this point I noticed that the lifeguardswere standing much closer.

My favorite maneuver was the Vertical Split,which is when you get yourself upside-down inthe water, then do some kind of arm thing thatcauses you to shoot up, Polaris-like, so thatyour legs and hips come all the way out of thewater, at which point you execute a gracefulsplit. We attempted this as a group, with Danand me again in the middle, and I will neverforget the sight from the bottom of the pool,where I, of course, immediately found myself.All around me were the national team members,

their bodies upside-down and perfectly vertical,submerged only from head to waist, their legshigh in the air; next to me, also on the bottom,was Dan.

That’s the only maneuver you’d see, if themedia ever did get a team together:Synchronized Toes.

Anyway, after about 45 straight minutes ofalternately eggbeatering and sinking, I came tothe surface, and using what little air I had leftin my lungs shouted: “THIS IS THE HARDESTSPORT IN THE WORLD!”

Then, and only then, did they let us out ofthe pool.

00404

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24 In which of these phrases doesDave Barry use a simile to describean action?

F shoot up, Polaris-like

G smiling and raising their arms

H upside-down in the water

J wearing nose clips and goggles

25 Dave Barry’s writing is madeentertaining by his ability to

A be an objective sports reporter

B exaggerate the importance ofsports events

C make fun of himself and his lackof skills

D quote people making humorousobservations

26 Which of these statements from thearticle best supports your choice forNumber 25?

F Exactly what is so athleticallyimpressive about people swimmingaround in circles smiling likerecently escaped lunatics?

G Also in the pool was mysynchronized media partner andHerald colleague, sports columnistDan Le Batard.

H The first one was calledEggbeatering, which is when youmove your legs around like aneggbeater, so you can keep yourhead and shoulders above the poolsurface while you raise your armsgracefully into the air.

J That’s the only maneuver you’d see,if the media ever did get a teamtogether: Synchronized Toes.

23 Why does Dave Barry refer to theeggbeater as a “kitchen utensil stroke”?

A He wants to confuse people aboutthe topic of the article.

B He wants to create humor by givinga funny twist to a sports term.

C He wants to make the maneuverseem ordinary.

D He wants to compare swimmingand cooking.

Dave Barry and Miami Herald ColumnistDan Le Batard try to assume a Vertical Split

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Directions A student wrote a report about Michelle Kwan. There are some mistakesthat need correcting. Read the report. Then do Numbers 27 through 29.


▼1 Michelle Kwan is a shining light in the world of figure skating.

▼2 People first heard about her when they won the silver medal at the U.S.

National Championships in 1994. ▼3 She was thirteen years old at the

time. ▼4 She took the silver again the following year. ▼5 Her Chinese name

is Kwan Wing Shan. ▼6 In 1996, Michelle placed first. ▼7 That same year,

spectators at the World Championships see her win the gold medal.

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27 Which of these is the best way to write Sentence 2?

A People first heard about it when they won the silver medal at the U.S. NationalChampionships in 1994.

B People first heard about her when she won the silver medal at the U.S. NationalChampionships in 1994.

C People first heard about them when she won the silver medal at the U.S. NationalChampionships in 1994.

D Best as it is

28 Which of these does not belong in this paragraph?

F Sentence 3

G Sentence 4

H Sentence 5

J Sentence 6

29 Which of these is the best way to write Sentence 7?

A That same year, spectators at the World Championships saw her win the gold medal.

B That same year, spectators at the World Championships see her won the gold medal.

C That same year, spectators at the World Championships saw her won the gold medal.

D Best as it is

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30 Here is a draft of a letter a student wrote when applying for a sports scholarship.There are five mistakes in grammar, capitalization, and punctuation. Draw a linethrough each part that has a mistake, and write the correction above it.


I am a junior at Cherry Tree High School in Milwaukee.

This will be my third year on the varsity baseball team.

Last year, my teammates and me won our division. We finish

second in the regional championship. My batting average

was .412, and I hit 11 home runs. During the course of

the season, I played every infield position, my favorite

is shortstop. My most greatest honor was winning the

Athlete of the Year award.

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31 Have you ever tried to do something that you thought would be easy but that turnedout to be difficult? Write a short paragraph about the experience. Be sure to givedetails about what you tried and how it was difficult.

For this answer, make sure you write at least three complete sentences andcheck your work for correct spelling, capitalization, and punctuation.

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○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


Directions Choose the word that means the same, or about the same,as the underlined word.

32 almost intolerable

F constant

G sympathetic

H unreliable

J unbearable

33 A Our class enjoyed reading the stories from roman mythology.

B My grandmother gave me a book of african Folktales for my birthday.

C In English class we studied the History of American literature.

D I traced my family tree back to my British and Welsh ancestors.

Directions Choose the word that is spelled correctly and best completesthe sentence.

34 The lamb’s was soft and thick.

F fleace

G fleece

H fleice

J fliece

Directions Choose the answer that is written correctly and shows thecorrect capitalization.

4.21Student Name

5.21Student Name

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3 Marcia copied a flag she found in abook. She made her flag the sameshape, but she doubled the width andheight. Which of these best describesthe relationship between the twoflags?

A congruent and similar

B congruent but not similar

C similar but not congruent

D neither similar nor congruent

1 Which of these statements is mostlikely an estimate?

A I have 7 pets.

B This bottle of juice costs $1.25.

C I just turned 12 years old.

D The produce truck weighs 2 tons.

2 The game Mongo has a deck of48 cards. The rules of Mongo requirethat all the cards be divided equallyamong the players. Which of thesenumbers of players could not playMongo?

F 3

G 4

H 5

J 6

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Directions The chart below gives information about the production of coins in theUnited States. Study the chart. Then do Numbers 4 and 5.

PRODUCTION OF COINS IN THE UNITED STATES

Penny

Nickel

Dime

Quarter

0.750

0.835

0.705

0.955

2.50

5.00

2.268

5.67

2.5% Copper 97.5% Zinc

25 % Nickel 75 % Zinc

8.33% Nickel 91.67% Copper

8.33% Nickel 91.67% Copper

1341.9

162.3

236.5

207

Coin Diameter(in inches)

Weight(in grams)

Number Producedin 1995

(in ten millions)Composition

D

4 According to the information in the chart, how many grams of zincare there in a nickel?

F 1.00 grams

G 1.25 grams

H 2.50 grams

J 3.75 grams

5 When dimes or quarters are packaged for shipment from themint, $1,000 worth of coins are placed in a sack. How manymore coins are in a $1,000 sack of dimes than in a $1,000 sackof quarters?

A 4,000

B 6,000

C 8,000

D 10,000

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6 The team from Holmes wants to arriveat Emerson at least 1 hour and 10minutes before the start of the game.It takes 45 minutes to drive toEmerson. If the game starts at 6:30,what is the latest time they shouldstart driving to Emerson?

F 4:35

G 4:55

H 5:05

J 5:35

7 The gym at Emerson has 500 seats, 50

of which are reserved for the band. By

the time Colin arrived, 23 of the non-

reserved seats were occupied. Which

of these expressions could you use to

determine how many seats were left

for Colin to choose from?

A 500 � 50 � 13

B 13 � (500 � 50)

C 13 � 500 � 50

D 13 � 500


8 In a special half-time basketballcontest for spectators, Byron is chosento try to make 12 shots in 30 seconds.If it takes Byron 9 seconds to make hisfirst 5 shots, how many seconds doeshe have for each remaining shot?

F 2.5

G 3.0

H 4.3

J 8.3

9 The length of the basketball court atEmerson is 23 meters. How manycentimeters long is the court?

A 23

B 230

C 2,300

D 23,000

Directions The Holmes Middle School girls’ basketball team is playing againstEmerson Middle School. Do Numbers 6 through 9 about basketball.

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11 The human sleep cycle has 90 to 120 minutes of “quiet” sleep followed by 10 to 60minutes of REM sleep. The cycle then starts over. What is the maximum number ofcomplete cycles a person could go through in 5 hours of sleep?

A 1

B 2

C 3

D 4

10 Niki helped her uncle sell vegetables at the market. If shesold 50 pounds of tomatoes for $64.00, at whatprice per pound did she sell the tomatoes?

F $0.64

G $0.78

H $1.14

J $1.28


12 The television show “Winner’s Circle” has a special“Champions Show” in which past winners compete.In each round, half of the players who started thatround go on to the next round, as shown in thechart below. After which round will there be only1 player left?

F Round 5

G Round 6

H Round 8

J Round 16

PLAYERS REMAININGAFTER EACH ROUND

32

16

8

1

2

3

RoundPlayers

Remaining

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13 Andy bought 3 pounds of plums and 3 pounds of apples. The plums cost$2.08 per pound and the apples cost $1.89 per pound. Which of these expressionsshows the total cost of all the fruit?

A $2.08 � $1.89 � 3

B ($2.08 � $1.89) � 3

C $2.08 � 3 � $1.89 � 3

D ($2.08 � $1.89) � (3 � 3)

14 Ms. Thompson climbed 312 miles to the top of Mount Kilimanjaro in 5 days. If she

climbed the same number of miles each day, how far did she climb each day?

F 0.7 miles

G 1.5 miles

H 3.7 miles

J 8.5 miles


A B C D

15 Which of these is best classified as an obtuse isosceles triangle?

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Directions A middle school took a survey of what students want to be when theygrow up. Each student voted once. The results of the survey are shownbelow. Study the graph. Then do Numbers 16 and 17.


0

5

10

15

20

25

30

35

40

Doctor Teacher Astronaut Scientist Athlete Dancer Musician Actor Other

Nu

mb

er o

f St

ud

ents

STUDENT SURVEY

Professions

16 The column labeled “Other” on the bar graph shows the professions that only 1 to 5students are interested in. What is the minimum number of professions that could beincluded in “Other”?

F 5

G 7

H 11

J 31

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Hockey

Baseball

Soccer

Gymnastics

Ice Skating

Football

Basketball

Which Sport Would You Choose to Play?17 The 34 students who want to beprofessional athletes were also askedwhich sport they would choose toplay. Their information is shown inthe circle graph.

About how many students want to beprofessional basketball players?

A 6

B 10

C 17

D 25

18 Ms. Nathanson gave the formula below for determining the value in dollarsof a collection of nickels, dimes, and quarters.

0.05b � 0.10c � 0.25d

In the formula, what does the letter b stand for?

F the dollar value of a dime

G the number of dimes there are

H the dollar value of a nickel

J the number of nickels there are

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

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Which of these pairs of lines appear to be perpendicular?

A Lines j and k

B Lines j and l

C Lines l and m

D Lines k and m

19 Look at the figure below.

Line m

Line

Line k

Line j

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20 Teresa and Marla are playing a game in which they throw darts at the target shownbelow. Hitting the inner circle is worth 5 points, and hitting the outer circle is worth2 points.

Teresa scored 22 points. In the box below, show all the possible ways of scoring22 points and write the number of ways on the line.

Answer

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21 The Top-o-the-World Pizza restaurant has rectangular tables that seat up to 6 peopleat a time. When more than 6 people want to sit together, the restaurant staff pushes2 or more tables together, as shown below.

If 22 people want to sit together, how many tables does the restaurant staff need toput together? Show your work in the box below and write your answer on the line.

Answer tables

Write a rule for how many people can sit at t number of tables if the tables are pushedtogether.

Rule:


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Cindy spent the summer at Camp Big Bear. The box below represents the main squareat the camp. If the pool measures 9 meters by 12 meters, what is the scale of the map?

Answer 1 cm � m

The bunkhouse is a rectangle that measures 15 meters by 27 meters. Using the scaleyou determined, draw the bunkhouse in the main square.

5.33Student Name

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1 Where can most of Earth’s water be found?

A in the oceans

B in lakes and rivers

C in the atmosphere

D in the polar ice caps

2 Which of these traits is passed from parent to child only by the transfer of genes?

F language

G blood type

H athletic skill

J intelligence

3 About how much time passes between one full moon and the next full moon?

A a day

B a week

C a month

D a year


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5 Which of these organ systems contains cells that deliver oxygen to all the cellsof the body?

A the nervous system

B the digestive system

C the respiratory system

D the circulatory system

6 A well-known scientist claims to have discovered a new type of protein thatcan reproduce itself in the human brain, even though it has no DNA or RNAof its own. Which of these must happen before the scientist’s claim canbe considered valid?

F Other types of proteins must also be found to reproduce in the same way.

G The claim must be reported in a scientific journal or book.

H All of the scientist’s experimental work on other projects must be proven valid.

J The claim must be confirmed by the work of other scientists.

4 Sonar is used to

F map the ocean floor

G map the coastline of a country

H measure the speed at which a car moves

J measure the distance from Earth to the moon


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7 The table shows the mass of rock particles in 1-liter samples of water taken froma river at different times of the year.

8 Joseph Henry and Michael Faraday discovered that moving a wirein a magnetic field produces a current. The discovery of this principle

F led to the invention of ways to convert chemical energy to mechanical energy

G led to the invention of ways to convert mechanical energy to electrical energy

H resulted in the invention of the windmill

J resulted in the invention of the solar cell

Which of these is a theory about the data given in the table?

A The greatest mass of rock particles was collected during the spring.

B The mass of rock particles collected in the summer was the same as in the fall.

C In the spring, rain washed a greater mass of rock particles into the river thanin other seasons.

D The smallest mass of rock particles was collected in the river during the winter.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Mass of rock particles in the water

Winter

35 mg

Spring

175 mg

Summer

55 mg

Fall

55 mg


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10 Which of these is not evidence that supports the theory of plate tectonics?

F sea floor spreading in the mid-Atlantic

G the ring of volcanoes around the Pacific

H glacial advances and retreats on the Great Plains

J earthquakes along the coasts of North and South America

9 By studying earthquakes, scientists have been able to

A prevent earthquakes from occurring

B accurately predict the occurrence of earthquakes

C design buildings that are able to withstand earthquakes

D reduce the impact of earthquakes on the natural environment


11 Diatoms are one-celled aquatic organisms that maketheir own food and provide oxygen for other organisms.Diatoms seldom live more than a few inches below theocean surface because in deeper water there is

A little heat

B not enough sunlight

C too much pressure

D no carbon dioxide

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12 The moon has no atmosphere and a force of gravity thatis about one-sixth that of Earth. What would happen ifa hammer and a feather were released together fromthe same height on the moon?

F The hammer would land first.

G The feather would land first.

H Both would land at the same time.

J Both would float in space.

Is the charge on the end of the rod near the ball positive or negative?

Explain how you decided whether the charge on that end of the rod was positiveor negative.

13 Figure A shows a ball suspended by a thread. Figure B shows what happenswhen a charged rod is brought near the same ball.

+

++++

++

––

––

––

–

+

+

+

+

+

+

+

–

––

– ––

– charged rod

A B

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25˚C 40˚C 50˚C 60˚C

thin, hollow glass tube

test tube

glycerine

14 Jeremy set up the experiment shown below.

He followed these steps:

1. Fill a test tube with glycerine.

2. Seal the test tube with a stopper that has a thin, hollow glass tube extendinginto the glycerine and above the stopper.

3. Record the original level of the liquid in the glass tube.

4. Place the test tube in each of the four glasses of water; record the levelof the liquid in the glass tube after five minutes in each glass of water.

State the hypothesis that Jeremy was probably testing with his experiment.

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Between which years do you think the tree experienced the least annual rainfall?

Between and .

How do you know that the least annual rainfall occurred between these years?

15 Look at the picture of the tree stump and the magnified viewof several tree rings.

1790 1801 1811 1828 1835 1842

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Some Ancient Egyptian Monuments


1 According to the information, which ofthese was built first?

A the pyramids of Giza

B the temple of Abu Simbel

C the temple of Deir El-Bahri

D the tombs of the Valley of the Kings

2 The monuments were built on thecontinent of

F Asia

G Africa

H Europe

J South America

3 Which of these statements is true aboutall the monuments?

A They are located in a desert climate.

B They are located on a rocky peninsula.

C They were built to honor democraticleaders.

D They were built to represent victoriesin war.C

orb

is-B

ettm

ann

Theb

an M

app

ing

Pro

ject

2500 B.C.Giza Pyramids were builtas tombs.

1460 B.C.Deir El-BahriA temple was builtto honor Hatshepsut.

1290 B.C.Abu SimbelA temple was builtto honor Ramses II.

1500 B.C.Valley of the KingsTombs werecarved into cliffs.

Note: dates are approximate

Directions Use the information below and your own knowledge to doNumbers 1 through 3.

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4 Which of these industries benefited themost from the inventions shown?

F oil

G lumber

H mining

J textile

6 Which of these was a result of all theinventions shown?

F Production of goods increased.

G Factory workers were no longerneeded.

H The prices of manufactured goodsincreased.

J The manufacturing process becameslower.


Directions Use the information below and your own knowledge to doNumbers 4 through 6.

1764Spinning jenny

1785Power loom

1846Sewing machine

1793Cotton gin

1769Spinning frame

5 The inventions shown above wereinvented during the

A Middle Ages

B Renaissance

C Reformation

D Industrial Revolution

� �

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8 Which of these systems of governmentis described in the passage?

F communism

G a dictatorship

H a monarchy

J democracy

Do You Know?

Directions

Read this excerpt from the Declaration ofIndependence. Then use the excerpt and yourown knowledge to do Numbers 7 and 8.

7 Which of these ideas does theDeclaration of Independence include?

A Government should have unlimitedpower.

B People should be guaranteed somebasic rights.

C The colonies should protect theproperty of the king of Great Britain.

D America should not have acentralized government.

?

Tenochtitlán pyramidtemples

theAztecs

floating gardens

Which of these best completes thediagram above?

A France

B Mexico

C China

D United States

9Declaration of Independence

We hold these truths to be self-evident, that all men are createdequal, that they are endowed by theirCreator with certain unalienableRights, that among these are Life,Liberty and the pursuit of Happiness.That to secure these rights,Governments are instituted amongMen, deriving their just Powers fromthe consent of the governed.

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River CivilizationsDirections The map below shows parts of Africa, Europe, and Asia. Use the map

and your own knowledge to do Numbers 10 through 12.

MediterraneanSea

Red Sea

Black Sea

Caspian Sea

Aral Sea

Persian Gulf Ind

usRi

verHuang H e

(Y

ellowRiver)

TigrisR

iver

Nile

Rive

r

N

S

W E

ArabianSea

Bay ofBengal

10

Which of these rivers is most associatedwith the words listed in the box?

F Nile

G Tigris

H Indus

J Huang He

Mohenjo-Daro

Harappa

Himalayas

11 Near which of these rivers did theancient Sumerian civilization develop?

A Nile

B Tigris

C Indus

D Huang He

12 Which of these contributed most tothe development of early civilizationsin the river areas shown on the map?

F the rise of city-states

G a written code of law

H an organized system of agriculture

J the invention of cuneiform writing

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Work at a construction site in the city of Westlake has not resumedsince pieces of pottery and other artifacts from the 1700s wereuncovered. The city council members are reviewing severalproposals regarding the artifacts. The proposals are listed below.

Proposals:

• Sell the artifacts and use the money for community services

• Build a museum to house the artifacts

• Place the artifacts in public buildings throughout thecommunity, such as the library and City Hall


Artifacts Discovered

13 Choose one of the proposals. Place a check mark in the box next to theproposal you choose.

Sell the artifacts and use the money for community services

Build a museum to house the artifacts

Place the artifacts in public buildings throughout the community,such as the library and City Hall

Name one advantage of the proposal you selected.

Name one disadvantage of the proposal you selected.

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Learning About an Ancient City


IrrigationCanals

Irrigation Canals

Temple

River

14 Study the drawing of the ruins of an ancient city. Describe two conclusionsthat can be made about the ancient city and its people. An example has beendone for you.

• They probably practiced some form of religion, because they had a temple.

•

•

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15 Complete the chart below. Describe one economic effect each event would haveon a community.

Economic Issues


Event Effect on a Community

Workers’ wageshave increased 5%over last year.

A new shoppingmall opens forbusiness.

Attendance at thecity zoo continuesto decline.

OF

OF A

MER

ICA

UNITED STATE

THE2

2

2

J ACKS

ON

OF OF A

MERIC

A

UNITED STATE

THE

2

2

2

J ACKSO

N

OF OF AM

ERICA

UNITED STATETHE

22

2

J ACKSON

OF OF AMERICA

UNITED STATETHE

2

22

J ACKSON

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6.2 Part 6 Scoring Guide

IntroductionThis section of Classroom Connections to TerraNova, The Second Edition includes answerkeys and scoring guides for the Student Practice Materials found in Parts 4 and 5. The answerkey is divided by subject area and identifies the correct response and objective for eachselected-response item. Objectives and rubrics for items identified as “Constructed Response”are found on the pages following the answer key.

The following graphic shows the Grade 6 Reading and Language Arts answer key.The letters in circles describe how each part of the answer key is used.

A The content area of the Student Practice Materials administered.

B The number of the item administered.

C The correct answer.

D The objective being measured.

E A constructed-response item. (The objective and rubric for this item are foundon the pages following the answer key.)

Part 6 Scoring Guide—Grade 6 Answer Key 6.5

Student Practice Materials Answer Key¨ Note: The objectives and rubrics for these items are found on the pages following the answer key.

Reading and Language Arts

13 A 04 Evaluate and Extend Meaning

14 H 04 Evaluate and Extend Meaning

15 B 04 Evaluate and Extend Meaning

16 G 08 Writing Strategies

17 C 09 Editing Skills

18 J 07 Sentence Structure

19 B 08 Writing Strategies

20 ¨ Constructed Response


22 G 05 Identify Reading Strategies

23 B 05 Identify Reading Strategies

24 H 03 Analyze Text

1 B 03 Analyze Text

2 G 03 Analyze Text

3 C 02 Basic Understanding

4 H 02 Basic Understanding

5 D 04 Evaluate and Extend Meaning

6 H 07 Sentence Structure

7 D 08 Writing Strategies

8 F 09 Editing Skills



11 D 03 Analyze Text


25 B 02 Basic Understanding

26 J 04 Evaluate and Extend Meaning

27 A 05 Identify Reading Strategies

28 F 08 Writing Strategies

29 D 09 Editing Skills



32 G 36 Multimeaning Words

33 A 39 Writing Conventions

34 G 41 Consonants

B

A

C

DE

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.Part 6 Scoring Guide 6.3

6.8 Part 6 Scoring Guide—Grade 6


Item 21 Student Practice Materials page 4.14

Objective 08: Writing Strategies

Rubric 2 points

• 1 point for a response that is focused on the assigned task of writing about a toy or situation thatwould make a good subject for a story

• 1 point for a response providing at least one specific detail or example to support the student’sstory idea

Objective 09: Editing Skills

Rubric 3 points

3 points if there are no errors in usage, conventions (spelling, capitalization, punctuation), andsentence formation (fragments, run-ons)2 points if there are only minor errors in usage, conventions, and/or sentence formation that donot affect the reader’s ability to understand what is meant1 point if there are major errors in usage, conventions, and/or sentence formation that affect thereader’s ability to understand what is meantNote• Responses that use shorthand marks such as @ for “at” or & for “and” should receive no more than

2 points.• Responses need not have three sentences to receive full credit. They should, however, have two

sentences or one long compound or complex sentence, minimum.

Example of acceptable response:



My friend's dad has a model train set in the attic. A good story

would be about someone who shrinks and gets to be an engineer

on one of the trains. Maybe all the plastic cows and stuff in the

boxcars would come to life. The hero of the story would keep a

wreck from happening.

D

ABC

E

How to Use the Scoring Guide for Reading and Language ArtsThere are several constructed-response (CR) items in the Student Practice Materials. EachCR item has its own rubric (rules for scoring) used to evaluate a student’s performance.The following graphic shows a sample rubric from a Reading and Language Arts CR itemat Grade 6. The letters in circles describe how each part of the scoring guide is used.

A The content area of the Student Practice Materials you administered.

B The item that is being scored.

C The objective being measured. (This item is scored twice—once for Objective 08 andonce for Objective 09. The objective is always listed above the corresponding rubric.)

D Number of score points. (The rubric tells you how to evaluate student performanceand assign score points.)

E Example of acceptable response. (A sample student response is printed in color.)

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6.4 Part 6 Scoring Guide

How to Use the Scoring Guide for MathematicsThere are several constructed-response (CR) items in the Student Practice Materials. EachCR item has its own rubric (rules for scoring) used to evaluate a student’s performance. Thefollowing graphic shows a sample rubric from a Mathematics CR item at Grade 6. The lettersin circles describe how each part of the scoring guide is used.

A The content area of the Student Practice Materials you administered.

B The item that is being scored.

C The objective being measured. (This item measures Objective 15 and Objective 17.The objectives are always listed above the corresponding rubric.)

D Number of score points. (The rubric tells you how to evaluate student performanceand assign score points.)

E Example of acceptable response. (A sample student response is printed in color.)


Mathematics


Objective 15: Data Analysis, Statistics, and ProbabilityObjective 17: Problem Solving and Reasoning

Rubric 2 points

• 1 point for writing 50%• 1 point for writing 28


Losses

Ties Wins





50

28

AB

D

C

E

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.Part 6 Scoring Guide—Grade 6 Answer Key 6.5



14 H 04 Evaluate and Extend Meaning



17 C 09 Editing Skills


19 B 08 Writing Strategies



22 G 05 Identify Reading Strategies

23 B 05 Identify Reading Strategies


7 C 12 Operation Concepts

8 G 14 Geometry and Spatial Sense

9 D 16 Patterns, Functions, Algebra

10 H 15 Data Analysis, Statistics,and Probability

11 C 16 Patterns, Functions, Algebra

12 F 10 Number and Number Relations

13 B 16 Patterns, Functions, Algebra

14 J 14 Geometry and Spatial Sense

6 J 22 Earth and Space Science

7 C 24 Personal and Social Perspectivesin Science

8 J 21 Life Science

9 D 20 Physical Science

10 H 20 Physical Science

5 C 27 Historical and CulturalPerspectives

6 G 28 Civics and GovernmentPerspectives

7 A 28 Civics and GovernmentPerspectives

8 G 29 Economic Perspectives

9 B 26 Geographic Perspectives


1 B 03 Analyze Text

2 G 03 Analyze Text



5 D 04 Evaluate and Extend Meaning

6 H 07 Sentence Structure

7 D 08 Writing Strategies

8 F 09 Editing Skills





Mathematics

1 C 12 Operation Concepts

2 J 11 Computation andNumerical Estimation

3 A 11 Computation andNumerical Estimation

4 G 13 Measurement

5 B 10 Number and Number Relations

6 G 15 Data Analysis, Statistics,and Probability

Science

1 A 23 Science and Technology

2 H 19 Science Inquiry

3 C 19 Science Inquiry

4 J 19 Science Inquiry

5 D 21 Life Science

Social Studies

1 A 26 Geographic Perspectives

2 J 27 Historical and CulturalPerspectives

3 A 27 Historical and CulturalPerspectives

4 G 27 Historical and CulturalPerspectives

25 B 02 Basic Understanding

26 J 04 Evaluate and Extend Meaning


28 F 08 Writing Strategies

29 D 09 Editing Skills



32 G 36 Multimeaning Words

33 A 39 Writing Conventions

34 G 41 Consonants

15 B 15 Data Analysis, Statistics,and Probability

16 H 14 Geometry and Spatial Sense

17 B 17 Problem Solving and Reasoning

18 F 17 Problem Solving and Reasoning

19 C 13 Measurement




11 A 22 Earth and Space Science

12 G 21 Life Science




10 H 28 Civics and GovernmentPerspectives


12 G 29 Economic Perspectives




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Objective 03: Analyze Text

Rubric 2 points

2 points for listing 5 or 6 valid pros and cons about starlings (2 or 3 in each category)1 point for listing 3 or 4 valid pros and/or cons about starlings in either category0 points for listing 2 or fewer valid pros and/or cons about starlings


1.

2.

3.

Pros: Good Things About Starlings

9 Use details from what you have read about starlings to fill in the “pros and cons” chart.List three good things and three bad things about starlings.

Cons: Bad Things About Starlings

1.

2.

3.

They're clever. They compete with other

birds.

They're adaptable. They're messy.

They're good mimics. They ruin crops.

Other acceptable responses:Pros:• They’re good pets.• They eat insects.• They’re flying acrobats.• They’re not fussy eaters.• They’re fun to watch.

Cons:• They’re ugly.• They’re hard to get rid of.• They break tree branches.

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.Part 6 Scoring Guide—Grade 6 6.7



Objective 04: Evaluate and Extend Meaning

Rubric 2 points

• 1 point for a reasonable, text-based prediction of the aunt doll’s future behavior• 1 point for supporting the prediction with at least one specific detail from the chapter


Other acceptable responses:• The aunt doll will probably get even with Vicky for the way she treated the dolls

when she was big, like making the brother doll ride the rocking horse.• I think the aunt doll will treat Vicky cruelly. She sees that Vicky is now “small and

helpless.” That sounds as if she’s glad to have Vicky in her power.• The aunt doll might turn out to be nice. Vicky is freaked out, but the aunt doll can’t

help it if her face seems weird. She speaks softly, so maybe she will be sympathetic.

20 Think about the chapter from Among the Dolls. Give a prediction of how the aunt dollwill most likely behave toward Vicky as the story continues. Base your prediction onwhat you have read, and support it with at least one specific detail from the chapter.

The aunt doll will not treat Vicky kindly. The way she is described

makes her sound like a character in a horror movie. For example,

her smile has "a strange and twisted look."

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Rubric 2 points

• 1 point for a response that is focused on the assigned task of writing about a toy or situation thatwould make a good subject for a story

• 1 point for a response providing at least one specific detail or example to support the student’sstory idea


Rubric 3 points

3 points if there are no errors in usage, conventions (spelling, capitalization, punctuation), andsentence formation (fragments, run-ons)2 points if there are only minor errors in usage, conventions, and/or sentence formation that donot affect the reader’s ability to understand what is meant1 point if there are major errors in usage, conventions, and/or sentence formation that affect thereader’s ability to understand what is meantNote• Responses that use shorthand marks such as @ for “at” or & for “and” should receive no more than






My friend's dad has a model train set in the attic. A good story

would be about someone who shrinks and gets to be an engineer

on one of the trains. Maybe all the plastic cows and stuff in the

boxcars would come to life. The hero of the story would keep a

wreck from happening.

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Rubric 3 points

• 1 point for changing They’re to Their• 1 point for eliminating the period after flying• 1 point for lowercasing the T in ThatNote• If the student corrects mistakes in other acceptable ways, give full credit. For example, if a student

corrects a run-on sentence by changing a comma to a semicolon, or rewrites a sentence fragment toinclude a complete subject and predicate, award 2 points.

• Mistakes need not be crossed out as long as they are corrected. Use of standard proofreading marksis acceptable.

• Ignore any changes made to parts of the sentences that do not have mistakes.• Misspellings of corrections are acceptable.


31 A student rewrote a Greek story about the sun in his own words. There are threemistakes in grammar, capitalization, and punctuation. Draw a line through eachpart that has a mistake, and write the correction above it.

Daedalus and Icarus

Daedalus and his son Icarus were prisoners on an

island. They’re only escape was to fly away over the

sea. They made wings of feathers and wax. Daedalus

told Icarus not to fly too close to the sun because

the wax would melt. Icarus was so excited about

flying. That he ignored his father’s warning. As he

soared higher and higher, the wax holding the feathers

melted, and Icarus fell into the sea.

Their

t

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Mathematics


Objective 15: Data Analysis, Statistics, and ProbabilityObjective 17: Problem Solving and Reasoning

Rubric 2 points

• 1 point for writing 50%• 1 point for writing 28


Losses

Ties Wins





50

28

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Mathematics


Objective 14: Geometry and Spatial SenseObjective 17: Problem Solving and Reasoning

Rubric 2 points

• 1 point for correctly identifying coordinates of Point S and Point B• 1 point for correctly plotting and labeling picnic table


Point S Point B

0-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10

10

9

8

7

6

5

4

3

2

1

-1

-2

-3

-4

-5

-6

-7

-8

-9

-10

B

S

PARK

21 Mr. Barrett is designing a park. A diagram of the park is shown below.

Mr. Barrett plans to put a slide at Point S and a bench at Point B. In the chart below,write the ordered pair for each point.

Mr. Barrett plans to put a picnic table at (2, �4). On the diagram above, plot the point for the picnic table and label it P.

(2, 3) ( 3, 1)–

P

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Mathematics


Objective 11: Computation and Numerical EstimationObjective 17: Problem Solving and Reasoning

Rubric 2 points

• 1 point for writing $1.49• 1 point for showing a correct strategy


Other acceptable responses:Strategies:

• 2 � 2.29 � 4.584.58 � 1.89 � 6.477.96 � 6.47 � 1.49

• 7.96 � 1.89 � 6.076.07 � 2.29 � 3.783.78 � 2.29 � 1.49

22 Christine bought some plants at a nursery.

She bought 1 carnation plant, 1 daisy plant, and 2 rose plants. The total costof her plants was $7.96. What was the cost of the daisy plant? Show your work in the box below and write your answer on the line.

$

$1.89 $2.29carnations

daisiesroses

1.49

1.89

2.29

2.29

6.47

7.96

6.47

1.49

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13 Look at the four biomes shown below.

Biome 1 Biome 3

In which biome are plants best adapted to conserve water?

Biome 2 Biome 4

Explain why plants living in this biome need to conserve water.

3

In this biome it doesn't rain often.

Science


Objective 21: Life Science

Rubric 1 point

• 1 point for stating biome 3 and indicating that there is little rainfall


A

B

Other acceptable responses:A • desert

B • There is little rainfall.

• The soil is usually dry.

• There are few water resources.

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Science


Objective 19: Science Inquiry

Rubric 2 points

• 1 point for indicating that the temperature goes up from February to August• 1 point for indicating that the temperature goes down from August to December


Other acceptable responses:February to August:• The temperature goes up.• It gets hotter.

August to December:• The temperature goes down.• It gets colder.

14

Describe how the water temperature changes from February to August and fromAugust to December.

February to August:

August to December:

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

2019181716151413121110

9876543210

Month

Tem

per

atu

re (

°C)

MONTHLY OCEAN WATER TEMPERATURE

It increases.

It decreases.

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Science


Objective 22: Earth and Space Science

Rubric 1 point

• 1 point for indicating that ocean water can evaporate and travel as vapor or clouds far inland andprecipitate to become ground water

Note• No credit for a two- or three-word answer, such as evaporate, precipitate.


Other acceptable responses:• The water in the well came from ground water. The ground water came from a cloud

that blew in from the ocean. The water in the cloud came from evaporation from waterin the ocean.

• A water molecule in the well was once part of the ground water that formed as a resultof rain. This molecule got into the atmosphere by evaporating from the ocean and wascarried inland by winds.

• A water molecule left the ocean to be water vapor in the air which blew inland. It gotcold and fell as rain which seeped into the ground and into the well.

HHHO

15 Many people use wells to get water from deep in the ground. Use the concept of thewater cycle to explain how a molecule of water from a well could once have been amolecule of water in the ocean.

H H

O

H HO

The molecule from the ocean could have

evaporated into the air, become part of a cloud,

fallen to Earth as rain, soaked into the ground,

and seeped into the well.

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Social Studies


Objective 26: Geographic Perspectives

Rubric 2 points

• 2 points for 3 countries correctly numbered• 1 point for 1 or 2 countries correctly numbered


Agriculture in Ancient Civilizations

13 The chart below shows some agricultural products and where they were grown.On the map below, write the number shown for each agricultural product inthe circle nearest the location where it was grown.

Where GrownAgricultural Products

China

EgyptGreece1 Olives

2 Barley3 Rice

12

3

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Social Studies


Objective 26: Geographic Perspectives

Rubric 2 points

• 1 point for a description of how the development of irrigation helped agriculture• 1 point for a description of how the development of the plow helped agriculture


Other acceptable responses:Irrigation• could grow more crops• could regulate the watering of crops• could water crops faster

Plow• could dig up soil faster• could prepare more land for farming• could dig up hard soil

14 The chart below lists some developments that helped agriculture. Complete the chartbelow. An example has been done for you.

plow

terracing made more land available for planting

Development How it helped agriculture

irrigation

Developments in Agriculture

made farming possible in dry regions

made it easier to dig up soil for farming

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Social Studies


Objective 28: Civics and Government Perspectives

Rubric 1 point

• 1 point for stating why Hammurabi wanted written lawsNote• Responses must address the importance of written laws, not just laws in general.


Other acceptable responses:• If everyone knew what the laws and punishments were, there might be less crime.• to make sure justice would be applied as stated• to ensure people would not be punished randomly• to unify the laws throughout the lands

15 Before Hammurabi’s time, many laws were not written down. Why did Hammurabi most likely think it was important to have written laws? Give one reason.

The Code of Hammurabi was one of the first sets of written laws inhistory and was established by Hammurabi, the king of Babylon, duringhis reign from 1792 B.C. to 1750 B.C. The laws were carved onto a stoneslab and clearly stated what the violations and punishments were. Anexample of the Code is given below.

• If a man stole either an ox or a sheep or

a pig or a goat, if it belonged to a temple

or to the state, he shall pay thirtyfold.

• If it belonged to another man, he shall

make good tenfold.

Code of Hammurabi


He wanted to make sure everyone knew what the laws were.

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.Part 6 Scoring Guide—Grade 7 Answer Key 6.19



14 H 05 Identify Reading Strategies



17 B 09 Editing Skills

18 J 09 Editing Skills

19 C 08 Writing Strategies





24 F 03 Analyze Text

8 G 16 Patterns, Functions, Algebra

9 C 13 Measurement

10 J 10 Number and Number Relations

11 C 17 Problem Solving and Reasoning

12 F 16 Patterns, Functions, Algebra

13 B 12 Operation Concepts

14 F 11 Computation and NumericalEstimation

15 D 14 Geometry and Spatial Sense

6 J 19 Science Inquiry

7 C 19 Science Inquiry

8 G 20 Physical Science

9 C 24 Personal and Social Perspectivesin Science

10 H 22 Earth and Space Science

6 F 29 Economic Perspectives

7 B 28 Civics and GovernmentPerspectives

8 J 28 Civics and GovernmentPerspectives

9 B 26 Historical and CulturalPerspectives

10 H 26 Geographic Perspectives

25 C 04 Evaluate and Extend Meaning

26 J 05 Identify Reading Strategies

27 B 09 Editing Skills

28 H 08 Writing Strategies

29 A 09 Editing Skills



32 J 35 Word Meaning

33 D 39 Writing Conventions

34 G 40 Vowels

16 F 15 Data Analysis, Statistics, andProbability

17 B 15 Data Analysis, Statistics, andProbability

18 J 16 Patterns, Functions, Algebra

19 D 14 Geometry and Spatial Sense




11 B 21 Life Science

12 H 20 Physical Science




11 B 26 Geographic Perspectives

12 H 27 Historical and CulturalPerspectives





1 D 02 Basic Understanding

2 G 03 Analyze Text

3 C 03 Analyze Text

4 H 05 Identify Reading Strategies



7 A 07 Sentence Structure



10 F 03 Analyze Text


12 G 04 Evaluate and Extend Meaning

Mathematics

1 D 11 Computation and NumericalEstimation

2 H 10 Number and Number Relations

3 C 14 Geometry and Spatial Sense

4 J 15 Data Analysis, Statistics, andProbability

5 B 17 Problem Solving and Reasoning

6 F 13 Measurement

7 B 12 Operation Concepts

Science

1 A 22 Earth and Space Science

2 G 21 Life Science

3 C 22 Earth and Space Science

4 F 23 Science and Technology

5 D 21 Life Science

Social Studies


2 G 26 Geographic Perspectives


4 J 29 Economic Perspectives

5 D 27 Historical and CulturalPerspectives

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Objective 02: Basic Understanding

Rubric 2 points

2 points if at least five exemplary steps are included in correct order1 point if three or four exemplary steps are included in correct order0 points if two or fewer exemplary steps are included in correct orderNote• If one step is not in correct sequence and eliminating it would leave 3–5 steps in correct order,

award the appropriate score on that basis. If more than one step is out of order, or the steps areclearly in no order at all, award a score of zero.


Other acceptable responses (must appear in correct order):• Have model lie on a table [Step 2].• Wash model’s face [Step 6 or 7].• Allow plaster mold to dry overnight [Step 7].

9 Using what you have read, complete this list of step-by-step directions forcreating a plaster mask.

1. Mix up some plaster.

2.

3.

4.

5.

6.

7.

8. After 24 hours, pour liquid clay into mold.

9. After another 24 hours, lift mask from mold.

Wrap towel around model's head.

Cover model's face with petroleum jelly.

Put straws in model's nostrils.

Cover model's face with plaster.

Wait [ten minutes] for plaster mold to harden.

Remove plaster mold from model's face.

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Objective 05: Identify Reading Strategies

Rubric 2 points

• 1 point for giving winter as best, summer as worst seasons for business• 1 point for giving a correct explanation for the difference (based on the weather, inside/outside

play, etc.)


20 Look at the chart below. It shows the number of parties given month-by-month in

According to the chart, which season of the year appears to be best for theLizard Lady’s business? Which season is worst? Give a possible reason thatmight explain this difference in the Lizard Lady’s business.

the Lizard Lady’s first four years of business.

1st year

2nd year

3rd year

4th year

Jan

---

12

21

40

Feb

---

14

22

29

Mar

4

10

19

25

Apr

6

15

15

23

May

6

15

19

19

Jun

6

8

18

20

Jul

3

4

7

8

Aug

2

2

6

9

Sep

4

5

9

12

Oct

6

10

14

17

Nov

8

16

22

25

Dec

10

14

24

30

PARTIES GIVEN

Winter Spring Summer Fall

Winter is best, summer is worst. The weather is probably

the reason. In winter the weather is cold, so kids have to stay

indoors. The Lizard Lady's parties would be a good way to

entertain them. In summer, kids can go outside to run around

and play.

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Rubric 5 points

• 1 point for changing me to I• 1 point for changing finish to finished• 1 point for changing the comma after position to a period• 1 point for capitalizing the M in my [favorite]• 1 point for changing most greatest to greatestNote• If the student corrects mistakes in other acceptable ways, give full credit. For example, if a student

corrects a run-on sentence by changing a comma to a semicolon, or rewrites a sentence fragmentto include a complete subject and predicate, award 2 points.

• Mistakes need not be crossed out as long as they are corrected. Use of standard proofreading marksis acceptable.

• Ignore any changes made to parts of sentences that do not have mistakes.• Misspellings of corrections are acceptable.


30 Here is a draft of a letter a student wrote when applying for a sports scholarship.There are five mistakes in grammar, capitalization, and punctuation. Draw a linethrough each part that has a mistake, and write the correction above it.

I am a junior at Cherry Tree High School in Milwaukee.

This will be my third year on the varsity baseball team.

Last year, my teammates and me won our division. We finish

second in the regional championship. My batting average

was .412, and I hit 11 home runs. During the course of

the season, I played every infield position, my favorite

is shortstop. My most greatest honor was winning the

Athlete of the Year award.

Ied

M.

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Rubric 2 points

• 1 point for a response that focuses on the assigned task of describing an experience that turned outto present unexpected difficulties

• 1 point for providing sufficient details or examples in describing the experience


Rubric 3 points

3 points if there are no errors in usage, conventions (spelling, capitalization, punctuation), andsentence formation (fragments, run-ons)2 points if there are only minor errors in usage, conventions, and/or sentence formation that do notaffect the reader’s ability to understand what is meant1 point if there are major errors in usage, conventions, and/or sentence formation that affect thereader’s ability to understand what is meantNote• Responses that use shorthand marks such as @ for “at” or & for “and” should receive no more than




31 Have you ever tried to do something that you thought would be easy but that turnedout to be difficult? Write a short paragraph about the experience. Be sure to givedetails about what you tried and how it was difficult.

For this answer, make sure you write at least three complete sentences andcheck your work for correct spelling, capitalization, and punctuation.

I had a tough time when I first tried in-line skating. I had seen

a lot of kids doing it, and it looked really easy. I thought all I'd

have to do would be to put on the skates and then take off. Then

I got some in-lines for my birthday. Was I ever wrong! I couldn't

even stand up for more than a couple of seconds. I sure couldn't

just glide off the way I'd seen my friends do. Well, little by

little, with a lot of practice and several bruises, I was finally able

to do it. Now it does seem easy to do; but it wasn't easy to learn.

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Mathematics


Objective 12: Operation ConceptsObjective 17: Problem Solving and Reasoning

Rubric 2 points

• 1 point for showing at least 2 of the combinations• 1 point for showing all 3 combinations


20 Teresa and Marla are playing a game in which they throw darts at the target shownbelow. Hitting the inner circle is worth 5 points, and hitting the outer circle is worth2 points.

Teresa scored 22 points. In the box below, show all the possible ways of scoring 22 points and write the number of ways on the line.

Answer

2 x 11 22

2 x 6 5 x 2 22

(12 10 22)

(2 20 22)

3

2 x 1 5 x 4 22

Other acceptable response:

2 points 5 points

11 06 21 4

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Mathematics


Objective 16: Patterns, Functions, AlgebraObjective 17: Problem Solving and Reasoning

Rubric 2 points

• 1 point for writing 5 (tables)• 1 point for writing correct rule


21 The Top-o-the-World Pizza restaurant has rectangular tables that seat up to 6 peopleat a time. When more than 6 people want to sit together, the restaurant staff pushes2 or more tables together, as shown below.

If 22 people want to sit together, how many tables does the restaurant staff need toput together? Show your work in the box below and write your answer on the line.

Answer tables

Write a rule for how many people can sit at t number of tables if the tables are pushedtogether.

Rule:

5 4 4 4 5 22

5

4 times the number of tables plus 2

Other acceptable response:

• 4t � 2• Add 4 more for each table.

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Mathematics


Objective 13: MeasurementObjective 17: Problem Solving and Reasoning

Rubric 2 points

• 1 point for writing 3• 1 point for drawing and labeling a rectangle that is 5 cm � 9 cmNote• If the scale is incorrect, the student may still receive a point for the rectangle, as long as it is drawn

to the scale that the student identified.• The student may use any letter for the variable and still receive credit.• The rectangle may be oriented so that the 9 cm length is horizontal.



Cindy spent the summer at Camp Big Bear. The box below represents the main squareat the camp. If the pool measures 9 meters by 12 meters, what is the scale of the map?

Answer 1 cm � m

The bunkhouse is a rectangle that measures 15 meters by 27 meters. Using the scaleyou determined, draw the bunkhouse in the main square.

3

5 cm

5 cm

9 c

m

9 c

m

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Science


Objective 20: Physical Science

Rubric 1 point

• 1 point for indicating that the charge on the end of the rod must be negative because it attractspositive charges on the ball


Other acceptable responses:• Negative/Opposites attract.• Negative/The rod repelled negative charges to the far side of the ball.• Negative/The rod pulled positive charges and/or pushed negative charges

on the ball.

Is the charge on the end of the rod near the ball positive or negative?

Explain how you decided whether the charge on that end of the rod was positive or negative.

13 Figure A shows a ball suspended by a thread. Figure B shows what happenswhen a charged rod is brought near the same ball.

+

++++

++

––

––

––

–

+

+

+

+

+

+

+

–

––

– ––

– charged rod

A B

negative

The end of the rod attracted positive charges on the ball.

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Science


Objective 19: Science Inquiry

Rubric 1 point

• 1 point for stating that Jeremy’s hypothesis was that temperature would influence how high theliquid rose in the tube


Other acceptable responses:• Heat (or a rise in temperature) will cause the glycerine to expand.• As the temperature increases, the level of the liquid in the tube will rise.

14 Jeremy set up the experiment shown below..

He followed these steps:

1. Fill a test tube with glycerine.

2. Seal the test tube with a stopper that has a thin, hollow glass tube extendinginto the glycerine and above the stopper.

3. Record the original level of the liquid in the glass tube.

4. Place the test tube in each of the four glasses of water; record the levelof the liquid in the glass tube after five minutes in each glass of water.

State the hypothesis that Jeremy was probably testing with his experiment.

25˚C 40˚C 50˚C 60˚C

thin, hollow glass tube

test tube

glycerine

The liquid in the tube will rise as the temperature increases.

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Science


Objective 22: Earth and Space Science

Rubric 2 points

• 1 point for 1811 and 1828• 1 point for indicating that a period of drought produces thinner rings or less growth


Other acceptable responses:• Drought slows tree growth.• There was less growth of the tree.• Growth rings are thinner.

Between which years do you think the tree experienced the least annual rainfall?

Between and .

How do you know that the least annual rainfall occurred between these years?

15 Look at the picture of the tree stump and the magnified viewof several tree rings.

1790 1801 1811 1828 1835 1842

1811 1828

The tree rings are closer together.

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Social Studies


Objective 28: Civics and Government Perspectives

Rubric 2 points

• 1 point for naming an advantage of the proposal selected• 1 point for naming a disadvantage of the proposal selectedNote• Do not penalize students if check mark is missing as long as choice is indicated by response.


13 Choose one of the proposals. Place a check mark in the box next to theproposal you choose.

Sell the artifacts and use the money for community services

Build a museum to house the artifacts

Place the artifacts in public buildings throughout the community,such as the library and City Hall

Name one advantage of the proposal you selected.

Name one disadvantage of the proposal you selected.

Work at a construction site in the city of Westlake has not resumedsince pieces of pottery and other artifacts from the 1700s wereuncovered. The city council members are reviewing severalproposals regarding the artifacts. The proposals are listed below.

Proposals:

• Sell the artifacts and use the money for community services

• Build a museum to house the artifacts

• Place the artifacts in public buildings throughout the community, such as the library and City Hall

The city could use the money to improve city services.

The city would lose part of its history.

See next page for other acceptable responses.

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Other acceptable responses:Sell artifacts: advantage• would save money by not spending it on analysis/storing of artifacts• would get money from the sale

Sell artifacts: disadvantage• cultural/historical/educational loss to the residents

Build museum: advantage• place to protect/preserve/display artifacts• attraction for tourists• could generate income for the city

Build museum: disadvantage• added expense for building and general upkeep• loss of revenue from sale of the artifacts• would take money away from other services

Place artifacts in public buildings: advantage• would require no major spending• available for public viewing in multiple locations

Place artifacts in public buildings: disadvantage• no overall system for caring for the artifacts• no revenue from sale of artifacts

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Social Studies


Objective 27: Historical and Cultural Perspectives

Rubric 2 points

• 1 point for each conclusion about the ancient city


Other acceptable responses:• The river supplied water for farming and personal use.• The people probably fished for a living.• They probably used the river for transportation/transporting goods.• They probably needed protection since they built walls around the city.• They had a large enough population to be able to build a temple and the walls

around the city.

14 Study the drawing of the ruins of an ancient city. Describe two conclusions that can be made about the ancient city and its people. An example has beendone for you.

• They probably practiced some form of religion, because they had a temple.

•

• The irrigation canals show that the people farmed the land.

It was a settled community.

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Social Studies


Objective 29: Economic Perspectives

Rubric 3 points

• 1 point for each explanation of how each event affects the community


Other acceptable responses:Increased Wages

• may attract workers and help community grow• increased tax money will be available to increase community services• healthier economy will lead to community improvements

Declining Attendance at City Zoo• possible loss of jobs related to zoo business• negative effect on other businesses, such as stores, hotels• may have to close zoo

New Shopping Mall• will increase business in the community• will provide more jobs for people in the community• may take away business from other parts of the community

15 Complete the chart below. Describe one economic effect each event would haveon a community.

Event Effect on a Community

Workers’ wageshave increased 5%over last year.

A new shoppingmall opens forbusiness.

Attendance at thecity zoo continuesto decline.

OF

OF A

ME

RICA

UNITED STATE

THE2

2

2

J ACKS

ON

OF OF A

MERIC

A

UNITED STATE

THE

2

2

2

J ACKSO

N

OF OF AM

ERICA

UNITED STATETHE

22

2

J ACKSON

OF OF AMERICA

UNITED STATETHE

2

22

J ACKSON

The community's economy may improve

because people will have more money

to spend.

The community may lose income that

tourists bring in.

More shoppers will be attracted to the

community.

7.2 Part 7 Teaching Activities

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Introduction to the Teaching ActivitiesThis section of the guide is geared specifically for classroom use. The following pagescontain ready-to-use activities that are easily integrated into the classroom curriculum. Withtheir emphasis on interaction and participation, these activities help the teacher introducethe concepts and skills covered in TerraNova, The Second Edition.

The activities found in Part 7 are specifically designed to assist the classroom teacher infamiliarizing students with the concepts, processes, and skills found in TerraNova, TheSecond Edition. While the items in Part 4 and Part 5 focus on practice in answeringquestions in a test format, these activities provide students with an opportunity to workin groups, ask questions, and become actively involved in a shared learning experience.

For easy classroom use, each activity is accompanied by the following information:

• the purpose of the activity;• the objective and thinking skill covered;• a brief description of the activity;• complete directions for each step of the activity.

With some activities, a prompt, passage, or worksheet has been included and can be foundon separate pages immediately following the activity. These materials are suggested forteacher use and can be substituted or expanded with other appropriate selections.Before beginning an activity, it is recommended that teachers read through the entire activityto learn what preparation might be involved.

The variations found at the end of many activities offer alternate ways to approach theactivity. Some of these variations provide basic and more advanced activities for thosestudents who need additional practice or enrichment.

Part 7 can serve as a valuable resource for the classroom teacher. While the class isparticipating in an activity, the teacher can assess student performance and evaluate howwell students are understanding particular concepts. Although the strategies described heredo not constitute a complete instructional program, they do provide helpful supplementaryactivities that can enhance classroom instruction.

Part 7 Teaching Activities 7.3C

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Part 7 Teaching Activities—Reading and Language Arts 7.5

Running Faster and FasterPurpose Students practice reading for information.

Objective 02: Basic Understanding Thinking Skill: Gather Information

Description Students read a passage and answer questions about it. Then they fillout a time line with information from the passage.

Directions

1. Getting Started Introduce the topic of the passage by havingstudents tell what they know about running. Some students mayrelate personal anecdotes. Explain to students that they will read apassage about running and then put information from the passage into thecorrect sequence.

2. Worksheet Distribute copies of the worksheets. Have a volunteer read aloud thepassage on Worksheet 1.

3. Discuss Reinforce students’ understanding by asking the following questions:w How long have people been racing? (since at least 776 B.C.)w What types of races did athletes run in the original Olympic games? (from a few hundred yards up

to 2 miles)w Where were races often held in the Middle Ages? (at fairs)w What was another name for competitive runners in Great Britain during the 1700s? (peds)w What international competition originated in 1896? (modern Olympics)w What seemed like an impossible goal to mile runners? (finishing in less than 4 minutes)w What is the Olympic record for the mile run? (No mile is run in Olympic events.)w Has anyone ever beaten Roger Bannister’s record for the mile? (yes, many times)w What changes in training made it possible for athletes to run faster? (interval training, running more

miles per week)w Describe interval training. (The athlete alternates between running at top speed and jogging.)w How many miles per week do top runners today commonly run while training? (50–100 miles per

week)

4. Small Group Activity Divide students into small groups. Have them complete the time lineand answer the open-ended question at the bottom of the page. When students have finished,have the groups discuss what they wrote on the time line.

5. Conclude Activity Ask for volunteers to share their responses to the open-ended questionat the bottom of the worksheet.

Variation

Basic Before having students fill out the time line, ask them to find and name importantdetails about running. List the details on the board.

Advanced Ask students to make a time line of other important events in the history ofrunning or for a topic of their choice.

1ACTIVITY

BA

D

E

G

C

F

Description of the Elements in a Teaching ActivityThe following sample shows a Grade 6–7 Reading and Language Arts teaching activity.Each part of the activity is labeled and further described below:

A Activity number and title.

B The purpose of the activity.

C The objective and thinking skill covered by the activity.

D A brief description of the activity.

E Complete directions for each step of the activity.

F Answers (in parentheses) are provided in some cases as a convenience to teachers.

G Alternate ways to approach the activity. Some activities provide basic and more advancedactivities for those students who need additional practice or enrichment.

7.4 Part 7 Teaching Activities—Reading and Language Arts

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Reading and Language Arts Teaching Activities

TerraNova, The Second Edition Activity ActivityActivity Number and Title Objective Number and Title Worksheet Page Number

1 Running Faster and Faster 02 Basic Understanding X 7.5

2 Canoe Day 02 Basic Understanding X 7.8

3 Characters in Competition 03 Analyze Text X 7.10

4 Figuratively Speaking 03 Analyze Text X 7.14

5 Living the Good Life 04 Evaluate and Extend Meaning X 7.17

6 Mime Time 04 Evaluate and Extend Meaning X 7.21

7 Sawyer’s Summary 05 Identify Reading Strategies X 7.26

8 Junior Red Cross 05 Identify Reading Strategies X 7.31

9 A Star Is Born 07 Sentence Structure X 7.34

10 Lewis and Clark 08 Writing Strategies X 7.36

11 Topics for Me 08 Writing Strategies X 7.38

12 Amazing A-Ville 09 Editing Skills X 7.40

Answers to Student Worksheets 7.121

Part 7 Teaching Activities—Reading and Language Arts 7.5C

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Running Faster and FasterPurpose Students practice reading for information.

Objective 02: Basic Understanding Thinking Skill: Gather Information

Description Students read a passage and answer questions about it. Then they fillout a time line with information from the passage.

Directions

1. Getting Started Introduce the topic of the passage by havingstudents tell what they know about running. Some students mayrelate personal anecdotes. Explain to students that they will read apassage about running and then put information from the passage into thecorrect sequence.

2. Worksheet Distribute copies of the worksheets. Have a volunteer read aloud thepassage on Worksheet 1.

3. Discuss Reinforce students’ understanding by asking the following questions:w How long have people been racing? (since at least 776 B.C.)w What types of races did athletes run in the original Olympic games? (from a few hundred yards up

to 2 miles)w Where were races often held in the Middle Ages? (at fairs)w What was another name for competitive runners in Great Britain during the 1700s? (peds)w What international competition originated in 1896? (modern Olympics)w What seemed like an impossible goal to mile runners? (finishing in less than 4 minutes)w What is the Olympic record for the mile run? (No mile is run in Olympic events.)w Has anyone ever beaten Roger Bannister’s record for the mile? (yes, many times)w What changes in training made it possible for athletes to run faster? (interval training, running more

miles per week)w Describe interval training. (The athlete alternates between running at top speed and jogging.)w How many miles per week do top runners today commonly run while training? (50–100 miles per

week)

4. Small Group Activity Divide students into small groups. Have them complete the time lineand answer the open-ended question at the bottom of the page. When students have finished,have the groups discuss what they wrote on the time line.

5. Conclude Activity Ask for volunteers to share their responses to the open-ended questionat the bottom of the worksheet.

Variation

Basic Before having students fill out the time line, ask them to find and name importantdetails about running. List the details on the board.

Advanced Ask students to make a time line of other important events in the history ofrunning or for a topic of their choice.

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mile run is not an Olympic event. The1,500-meter race falls short of a mileby about 360 feet. However, in a racein Great Britain in 1954, medical studentRoger Bannister achieved thesupposedly impossible when he ran a

mile in 3 minutesand 59.4 seconds.Since then, manyothers have followedin his footsteps andeven bettered histime—all remarkablerunners.

What finallymade it possible forathletes to run a milein less than fourminutes? Certainlythe way runnerstrained has changedthrough the years. In

the 1940s, coaches began to encouragerunners to use “interval training.” Withthis system, racers would alternatebetween running a certain distance asfast as they could and jogging or evenwalking. This method helped trainathletes to run at their top speedcomfortably. Another change was thenumber of miles that top athletes ranregularly. Before the 1940s, rarelywould an athlete run more than 20miles in a week. Now top milerscommonly run 50 to 100 miles a week.Who knows what other training methodmay come along that could make itpossible for runners to do a mile in 3minutes and 30 seconds?

Running Faster and Faster–Worksheet 1

Directions: Read the passage below. Then put at least four events in the history of runninginto proper sequence on the time line.

Running Faster and FasterWhen we discuss the progress that

the human race has made since ancienttimes, we usually mention advances intechnology. But what about the “humanrace”—that is, the speed at whichpeople run?

Runners no doubtbegan competing inraces long before thedawn of recordedhistory. We know thatorganized races tookplace at least as farback as the GreekOlympics, whichoriginated in 776 B.C.Athletes in those firstOlympics ran races ofvarying length, from afew hundred yards upto about two miles.During the MiddleAges, athletes competed in foot racesat fairs. In England during the 1700s,professional runners took part in asport called “pedestrianism.” Runnerscalled “peds” ran long-distance racesfor big money prizes. When themodern Olympics were started in 1896,races of varying lengths were naturallyincluded among the competitive events.

Although runners had competed forcenturies, until the 1950s no onethought it was possible to run a mile inless than four minutes. People assumedthat human beings were not capable ofit, that physical limitations made itimpossible. It was never put to the testat the Olympics, however, because the

Activity 1 ß Reading and Language Arts

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1 Do you think you could ever train for and run a four-minute mile? Why or why not?

Running Faster and Faster–Worksheet 2

Directions: The passage gives information about the history of running. Use the time line to organizethe information from the passage.

Reading and Language Arts ß Activity 1

776 B.C.

The History of Running Starts Here

A.D. 1700

1950

Present

Time Line

An

cien

t Ti

mes

Mid

dle

Ag

esM

od

ern

Era

1900


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Canoe DayPurpose Students construct meaning within a passage by providing words to complete sentences.

Objective 02: Basic Understanding Thinking Skills: Analyze Information; Generate Ideas

Description Students read a passage and fill in blank spaces using words that fit the story.

Directions

1. Getting Started Explain that students will read a letter and fill in the blank spaces usingwords they feel are consistent with the meaning of the story.

2. Worksheet Distribute copies of the worksheet. Have students work independently tocomplete the story.

3. Conclude Activity When students have finished, conduct a class discussion. Have one ortwo students read their versions of the completed story. Then look at each paragraph, usingone or more of the following ideas:w Take the first paragraph as an example and ask students how many different words they came up with

for each of the 9 blanks (e.g., “This” or “It” for the first blank). Discuss the reasons why one wordmay be better than another and see if students come to a group decision about the best word to use.

w Ask how many students changed their minds about the best word to use after reading on, or afterseeing the words other students used. Look at the second paragraph. Example 1: “At the end of the day/lesson , we put our lunches into the canoes and headed toward a small island in the middle of the lake.” Example 2: “Two of the canoes fell/tipped overon the way and some of the paddles/lunches were lost! That may explain why the fishweren’t biting later.” (The first choice makes sense before all the text is read. The second choice isderived from subsequent information.)

w Finally, ask students if there are any fill-ins that most of the class agreed on. (For example, fromParagraph 2: “We pulled the canoes up onto the shore and sat down to eatthe sandwiches we had left.”) Then ask if any of the blanks were confusing. (Example fromParagraph 1: “There was a lot of motion/slime/imbalance/rocking, and I got soaked!”) The classcould insert a sentence with more clues that would help students fill in the blanks.

Variation

Basic Choose a passage from a familiar book or text the students have at their desks.Ask volunteers to replace various words in the passage with new words, but to keep thesame meaning.

Advanced Ask students to write their own stories, leaving spaces for words to be filledin by other students. The stories can then be exchanged with a partner and completed.Have the class discuss whether the meaning was consistent with or different from theauthor’s intended meaning.

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Canoe Day–Worksheet

Directions: Read the letter below. Then fill in the blanks with words that are consistent withthe meaning of the passage.

Dear Morgan,

was the day at Camp Lakeside yet. All the kids in my

went out on the in canoes. First, the taught

us how to use the , and let me tell you, it’s than it looks!

There was a lot of , and I got soaked! One of the counselors fell in while

us how to get in and out of the canoe!

At the end of the , we put our lunches into the canoes and

toward a small in the middle of the lake. Two of the

canoes over on the way and some of the were lost! That

may explain why the weren’t biting later. They ate our !

Anyway, when we finally reached the island, everyone was so ! We

pulled the up onto the shore and sat down to the

sandwiches we had left.

Unfortunately, while we were , one of the canoes drifted away! By

the time we what had happened, it had floated far out onto the lake,

and not in the direction we needed to to get back to camp. We all

into the remaining canoes and went after it. With the extra weight in

each canoe we had to keep out water as we rowed. is

hard to do when you can’t stop laughing!

We were all and when we finally got back to

. Still, I have to say, it was the day I’ve had at camp so far!

Love,

Jamie



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Characters in CompetitionPurpose Students practice identifying story elements, e.g., plot, setting, and character.

Objective 03: Analyze Text Thinking Skills: Analyze Information; Generate Ideas

Description Students read a story and fill out character maps for three characters.

Directions

1. Getting Started Start by discussing the traits of a familiarcharacter from a book the class has recently read. Ask whatthe character looks like, what he or she wants, and how hisor her personality is revealed. Draw a character map on theboard (see Worksheet 2, page 7.13) and have volunteers fillit in with each character’s traits.

Explain that motivation has to do with what a characterwants or needs—why he or she acts in a certain way.

2. Worksheet Distribute copies of the worksheets. Ask a volunteer to read the story aloud.

3. Discuss Ask students to fill in the character map. You may want to work along with them tofill in the first answer. For example, for “Janey,” encourage them to read the first paragraph.Have volunteers state what they learned about Janey—that she is cute, smart, and self-confident.

Review the character maps as a class. Discuss similarities and differences.

4. Conclude Activity Have students answer and then discuss the open-ended question on theworksheet.

Variation

Basic Have students work as a class to complete the character maps.

Advanced Discuss characters in terms of how they change within a story. For example,how is Janey different at the end of “A Competition”? What has she learned?

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Characters in Competition–Worksheet 1

Directions: Read the story below. Then fill out the character maps on your worksheet.

A Competition

graceful melody, then decided to slipin quietly so she could hear better.

What she saw startled her. Mr.Okamura was standing beside thepiano, looking at the ceiling while hetugged at his gray beard with one handand waved the other in time to themusic, the way he always did when helistened to a student. At the piano,playing the waltz, was Juan Morellos, anew boy in Janey’s class at school.

Juan finished the piece and lookedup at Mr. Okamura.

“Better,” the teacher said, stilltugging at his beard. “Work on the lefthand.” He sang a few notes todemonstrate. Then he noticed Janeystanding in the doorway. “Oh,” he said,glancing at his watch. “Janey’s turn.Janey, this is Juan, my new student. Herecently moved here from Los Angeles.”

Janey swallowedhard. “Yeah, I know.Hi, Juan.”

Juan stood upfrom the pianobench. “Hi, Janey.”He gave her a bigsmile.

Juan had joined Janey’s homeroomat school a month before. He was agood student and a nice boy. Everybodyliked him, including Janey. What shecould not understand was how Juancould have been in her class all this timewithout ever letting her know that heplayed the piano.

Janey Green, cute, smart, and self-confident, was used to doing well. Shealmost always got an A in every subjectat school, and everyone told her how

beautifully sheplayed the piano.Yet Janey herselfsometimes haddoubts. She alwaystried to act upbeat,but inside she gotnervous whenever

she had to perform, whether at schoolor in a piano recital. Now, she would beplaying in a countywide pianocompetition. Janey wanted to win.Nothing less would satisfy her. Morethan anything, she wanted to please herparents and her teacher, old Mr.Okamura.

Janey was small, but when she satdown to play she made the rafters ringwith music. Mr. Okamura gave herplenty of encouragement. Janey playedwith feeling, she practiced every day,and she paid attention at her weeklylessons. Mr. Okamura was a wonderfulteacher, and all his students played well,but Janey was his star.

At least, she always had been. Then,suddenly, Janey discovered she had arival.

When she arrived at Mr. Okamura’sstudio for her lesson one afternoon, sheheard the rippling notes of a waltz in aminor key. It was beautiful—probably apiece by Chopin, Janey guessed, that Mr.Okamura was playing for his ownpleasure. She listened a moment to the


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Janey stood in shock as Juangathered up his music and left afterpromising Mr. Okamura he wouldpractice the Chopin.

At the piano, Janey realized that shecould not remember a single note of theMendelssohn piece she had memorized.

“Memory not working so goodtoday, eh?” Mr. Okamura murmured inhis soft voice. “Well,that’s okay. Use themusic.” He placed itopen before her.

Janey began again,but faltered and cameto a halt almost at once.She squinted at themusic but the notes didnot make sense. She realized she washolding her breath.

“Janey, what is it?” asked Mr.Okamura. “What’s wrong?”

“Is Juan playing in the competition?”she blurted out.

There was a momentary silence.Then Mr. Okamura sighed. He pulled achair over and sat down, leaning anelbow on the piano. “Well,” he saidslowly, “I hope so. He isn’t sure yet.Juan says he just plays for fun. That’sgood, of course, but I’d still like him toenter the competition.”

Janey said nothing.

“You heard him playing the B minorwaltz. Good, didn’t you think?”

Again, Janey had to swallow hard.“Yes,” she managed to get out.

“You play well too, Janey.” Mr.Okamura seemed to ponder a moment.Then he said, “You remember the pieceyou played at your first recital?”

Janey did: a short piece all on thewhite keys, ridiculously easy.

“You were scared, eh?” Mr. Okamuraasked softly. He did not wait for her toadmit it. Janey could well rememberthat she had been so nervous she couldscarcely breathe.

“But when you began to play,” Mr.Okamura reminded her, “you startedlistening to the music. And you playedso beautifully.” He let that sink in for amoment. “That is why I have alwaysliked your playing, Janey. You listen.You love the music.”

Janey turned her head and saw Mr.Okamura’s smile. She felt herconfidence returning in a flood ofgratitude.

“So don’t worry about Juan,” hesaid. “Just listen to the music.Competitions are fine. But winning isn’twhat’s important.” He paused. “Allright?”

Janey took a deep breath. “Yes. Allright. Thanks, Mr. Okamura.”

“And now,” he said,tugging at his beard,“Mendelssohn,please.”

Characters in Competition–Worksheet 1 (continued)


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Characters in Competition–Worksheet 2

Directions: Fill in the character maps below, based on what you read in “A Competition.”

2 Which character did you learn the most about?

1

Appearance

Behavior

Feelings

Motivation

1

Appearance

Behavior

Feelings

Motivation

Appearance

Behavior

Feelings

Motivation

3 What more would you like to know about the other two characters?

Mr. Okamura

Janey

Juan



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Figuratively SpeakingPurpose Students practice indentifying and using figurative language.

Objective 03: Analyze TextThinking Skills: Analyze Information; Generate Ideas

Description Students read excerpts from Rebecca of Sunnybrook Farm andKidnapped and identify examples of descriptive images or figurativelanguage. They also create their own figures of speech to replacethe original descriptions.

Directions

1. Getting Started Explain that students will read excerpts from two classic children’s novels,Rebecca of Sunnybrook Farm and Kidnapped. The excerpt from Rebecca of Sunnybrook Farmtells about Mr. Cobb’s first meeting with Rebecca, and the excerpt from Kidnapped tells aboutyoung David Balfour waking up to find that he has been kidnapped and trapped aboard a ship.

2. Worksheet 1 Distribute copies of Worksheet 1. Explain that students are to look forexamples of sensory images or figurative language. Point out examples from the text, suchas “Under her delicately etched brows they glowed like two stars,” and “the thrashing of heavysprays.” Ask students to identify what the authors are describing in each example.

3. Worksheet 2 Distribute copies of Worksheet 2. Write the headings from the worksheet onthe board. Read aloud the first sentence from Rebecca of Sunnybrook Farm and pause to givestudents time to identify the figurative phrase, “starched within an inch of its life.” Ask studentsto tell what the author is describing (Rebecca’s calico dress), then to describe in their ownwords what the figurative phrase means (stiff and uncomfortable-looking from too muchstarch). Finally, have a volunteer provide another phrase that describes the calico dress. Pointout that the expression “stiff as a board” might be a good example. Have students continueworking independently to complete their worksheets.

4. Conclude Activity When students have finished, have volunteers share their responses withthe rest of the class. Write these responses on the board, to make a class list of examples ofdescriptive images or figurative language.

Variation

Basic Instead of having students look for examples of figurative language, write thefollowing examples on the board. Have students copy them onto their chart and fill in therest of the information.w starched within an inch of its lifew Under her delicately etched brows they glowed like two starsw their dancing lights half hidden in lustrous darknessw I came to myself in darknessw the thrashing of heavy spraysw The whole world now heaved giddily up, and now rushed giddily downwardw it took me a long while, chasing my thoughts up and downw I must be lying somewhere bound in the belly of that unlucky ship

Advanced Encourage students to write poems based on their own examples of figurativelanguage. In addition, have students search for examples of figurative language in otherreading. They can put their favorites up on a wall in the classroom to share with others.

4ACTIVITY

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Figuratively Speaking–Worksheet 1

Directions: Read the paragraphs below, and look for examples of descriptive images orfigurative language. Copy these examples onto Worksheet 2.

From Rebecca of Sunnybrook Farmby Kate Douglas Wiggin

The buff calico was faded, but scrupulously clean, andstarched within an inch of its life. . . . Her face was without colorand sharp in outline. As to features, she must have had the usualnumber, though Mr. Cobb’s attention never proceeded so far asnose, forehead, or chin, being caught on the way and held fastby the eyes. Rebecca’s eyes were like faith—“the substance ofthings hoped for, the evidence of things not seen.” Under herdelicately etched brows they glowed like two stars, their dancing lights half hidden inlustrous darkness. Their glance was eager and full of interest, yet never satisfied; theirsteadfast gaze was brilliant and mysterious, and had the effect of looking directlythrough the obvious to something beyond, in the object, in the landscape, in you. Theyhad never been accounted for, Rebecca’s eyes. The school teacher and the minister atTemperance had tried and failed; the young artist who came for the summer to sketchthe red barn, the ruined mill, and the bridge ended by giving up all these local beautiesand devoting herself to the face of a child—a small, plain face illuminated by a pair ofeyes carrying such messages, such suggestions, such hints of sleeping power andinsight, that one never tired of looking into their shining depths, nor of fancying thatwhat one saw there was the reflection of one’s own thought.

From Kidnappedby Robert Louis Stevenson

I came to myself in darkness, in great pain, bound hand and foot, and deafenedby many unfamiliar noises. There sounded in my ears a roaring of water as of a hugemill-dam, the thrashing of heavy sprays, the thundering of the sails, and the shrillcries of seamen. The whole world now heaved giddily up, and now rushedgiddily downward; and so sick and hurt was I in body, and my mind somuch confounded, that it took me a long while, chasing my thoughts upand down, and ever stunned again by a fresh stab of pain, to realizethat I must be lying somewhere bound in the belly of that unluckyship, and that the wind must have strengthened to a gale.


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Figuratively Speaking–Worksheet 2

Directions: Use the excerpts from Rebecca of Sunnybrook Farm and Kidnapped to fillin the chart below. Explain the author’s description in your own words. Then createyour own figurative expression to be used in place of the author’s words or images.

1 Choose one of the passages. Write your own descriptive sentence using one of the fivesenses—sight, hearing, smell, taste, touch—to describe the character or the character’sexperience. For example, David Balfour might say, “The crusty salt air washed over me.”

Figurative Language What Is Being Described? Write Your OwnFigurative Description



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Living the Good LifePurpose Students practice distinguishing between valid and invalid generalizations.

Objective 04: Evaluate and Extend Meaning Thinking Skill: Analyze Information

Description Students read a passage and then a series of generalizations based on the passage. Theyindicate whether or not each generalization is valid.

Materials overhead projector (optional)

Directions

1. Getting Started Remind students that a generalization is made after thinking about severalfacts or examples and determining what they have in common. When generalizations aremade, a special kind of conclusion is reached. A rule that applies to many examples is stated.

2. Discuss Write the following passage on the board or use an overhead projector:

Last November, neither Felix nor Jim was very good at skating. Felix’sfriends went skating a lot, so he went with them three times a week. ByMarch, Felix skated much better. Jim only went skating three times all winter.He still wasn’t very good by March.

Have students decide whether the following generalizations can be made from theinformation in the passage:w Felix is a better athlete than Jim. (no)w If you practice skating regularly, you’ll improve faster than if you don’t practice. (yes)

Tell students that although both statements are generalizations, the second one is probablyvalid, or true, while the first one is not. There is not enough information in the passage tosupport the first generalization.

3. Worksheets Distribute copies of the worksheets. Explain to students that they will first reada passage, then read a series of statements. If the statement contains a valid generalization,based on the information in the passage, students write “Valid.” If the statement is not validbased on the information in the passage, they will rewrite it to make it valid. Ask a volunteerto read the passage aloud. Have students complete the worksheet individually or in pairs.

4. Conclude Activity Discuss the answers as a class. Take time to let students explain theirthinking about each statement and why it was or was not a valid generalization. Have studentsread how they changed the faulty statements in order to make them into valid generalizations.

Variation

Basic Help students learn about generalizations by working on the assignment as aclass. Model choosing the correct answer for the first two statements.

Advanced Have students write a paragraph about where they live—city, town, suburb,or rural community. Then have students exchange paragraphs with a partner, who willwrite one valid and one faulty generalization based on the paragraph. Students shouldthen discuss the generalizations and correct the faulty ones.

5ACTIVITY

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Living the Good Life–Worksheet 1

City, town, suburb, or ruralcommunity—which is the best place tolive? Ask four people and you may getfour different answers, and their answersmay not even reflect the type of place inwhich they live at the present time.Every community has something to offerits residents, but it may not be whateverybody is looking for.

If you like to go to museums,restaurants, and shows, then a city mightbe to your liking. You don’t have totravel great distances for fun in theevening or on a weekend. Some peoplecomplain that cities don’t have enough“moving-around room.” That may betrue when it comes to rush-hour traffic,but what cities lack in backyards andempty streets they often make up for inlarge parks, playgrounds, pools, andcommunity centers.

Other people find that the suburbsare perfect for raising a family. Thestreets are often quieter and safer thanin cities. The air is often cleaner. Butmany suburbanites—along with peoplewho would never becomesuburbanites—complain about the lackof culture, the lack of publictransportation, and the lack of diversity.One suburb dweller complains that shespends her life in the car, going to orcoming from somewhere else.

For some people, a small to middle-sized town is the perfect place in which

to live. Often older towns that are betterestablished than many suburbs are likelyto have their own museums, restaurants,and theaters. Most of these will besmaller than their big-city versions, buttheir smaller size is the very thing thatappeals to some town dwellers. Adrawback for some people is that atown may not be near a large city.Again, this may be what appeals tosome of its citizens.

Of course, for other people there’snothing like the wide-open spaces. Theymay live somewhere near a town, but itcould be fifty miles away, which theyconsider a “short drive.” Farmers,ranchers, and forest rangers often prizetheir distance from what other peopleconsider to be civilization. For them, thedelights of field, range, or forest morethan make up for anything they’remissing.

If you can afford it, you may solvethe problem of where to live by havingmore than one place to stay. Some cityapartment dwellers escape on weekendsand vacations to a beach house or amountain cabin. Others leave theirapartment in one city, only to put thekey in the door of an apartment inanother city.

Finally, some people live where theydo because they were born there. Theylike it, and would never think aboutliving anywhere else.


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Living the Good Life–Worksheet 2

Directions: For each valid generalization based on the passage, write “Valid.” For each faultygeneralization, rewrite it to make it valid.

1 Ideas about the best type of community for comfortable living differ.

2 No one likes the kind of place he or she lives in.

3 Cities have more cultural activities than small towns.

4 People who live in suburbs drive too much.

5 A small to middle-sized town is the perfect place in which to live.

6 Museums in small towns are generally smaller than those in large cities.

7 Towns are never located near large cities.

8 Some people who live in the country think fifty miles is a short drive.

9 Apartment dwellers escape from the city for weekends and vacations.

10 People who live in small towns never think about living anywhere else.


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Living the Good Life–Worksheet 2 (continued)

Directions: Write one valid generalization about living in a city, suburb, small town, middle-sizedtown, and rural community. Use complete sentences.



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Mime TimePurpose Students demonstrate critical understanding by examining an author’s

purpose and effectiveness.Objective 04: Evaluate and Extend MeaningThinking Skill: Analyze Information

Description Students read three short passages about mimes: one that informs, onethat persuades, and one that entertains. Then they fill out a chart statingthe author’s purpose for each passage.

Directions

1. Getting Started Explain to students that they will read three shortpassages and then fill out a chart identifying the author’s purpose in eachpassage. Finally, they will identify the techniques the author used to achievethe purpose.

2. Discuss Review the idea that authors may have different purposes for writing, includinginforming, persuading, and entertaining their readers. Read the three short passages belowthat show three different ways authors have spoken about the moon. Ask students how theycan identify the purpose of each passage.

[Inform]

Here men from the planet Earth first set foot on the moon, July A.D. 1969. Wecame in peace for all mankind. [Plaque on the moon, marking the U.S. landing]

[Persuade]

I therefore ask the Congress, above and beyond the increases I have earlierrequested for space activities, to provide the funds which are needed to meet thefollowing national goals:

First, I believe that this nation should commit itself to achieving the goal, beforethis decade is out, of landing a man on the moon and returning him safely to theearth. No single space project in this period will be more impressive to mankind,or more important for the long-range exploration of space; and none will be sodifficult or expensive to accomplish. [President John F. Kennedy, Message to theCongress on Urgent National Needs, 1961]

[Entertain]

Hey, diddle, diddle,The cat and the fiddle,The cow jumped over the moon.The little dog laughed to see such sport,And the dish ran away with the spoon.[Mother Goose]

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3. Worksheets Distribute copies of the worksheets. Ask a volunteer to read each passage.Have students work individually to complete the chart.

4. Conclude Activity When students have finished, have a class discussion. For example,students may notice that there are elements of persuasion in the first example and someinformative aspects in the second one. Have volunteers read their responses regarding theirfavorite passage and the reasons for their selection. Arrive at a consensus of authors’ purposesand the techniques they used to achieve them.

Variation

Basic Have students focus only on finding the author’s purpose. Then discuss as agroup the purpose of each passage and work together to list the techniques the authorused to achieve that purpose.

Advanced Have students write their own pieces to inform, to persuade, or to entertain.Ask students to exchange their pieces with a partner, and have them identify each other’spurpose.

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Mime Time–Worksheet 1

Directions: Read the three passages. Then fill in the chart and answer the question onWorksheet 2.

One Mime’s Lament

There once was a mime named Vegas,

Who wondered, Why do people egg us?

We work hard to please,

We mock just to tease,

Yet “Stop It!” is what people beg us.

Performers for Everyone

If there is one group of performers that can be said to make something out ofnothing, it is mimes. Mimes do not merely imitate the actions and reactions of people inthe world around them. They turn these actions into an art so refined that it isimpossible to ignore them. Have you ever seen a mime performing outdoors in the city?While passersby are simply trying to go about their business, the mime chooses oneperson to imitate, making all others laugh with delight and recognition.

Mimes do not have to be good-looking to win fans. Mimes perform movements thatleave their audiences gasping. During a show, they move people to laughter and tears.They carry on an ancient tradition and use it to make their audience look at the worldanew. If I had any talent, I would train as a mime. If you are planning to enter theworld of entertainment, you ought to think seriously about learning to be a mime.


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Mimes in History

The word mime is Greek for “imitation of life.” But mime itself is older than theancient Greeks. It is, in fact, a language older than the language of words, for gesturecan explain an idea without using words. Imitating birds and beasts became a way ofentertaining audiences. The ancient Greeks used the term “mime” to mean aprofessional actor who would do anything necessary to make a theater performancecomplete. That included wordless acting—what we think of as pantomime.

In ancient Rome, silent mimes became popular. By the sixth century B.C.,performers in India used mime, dance, and music to retell myths. In China and Japan,mimes also told dramatic stories. In Europe during the Middle Ages, actors put onwordless plays. And in Renaissance Italy, the Commedia dell’Arte, a new type of mimeplay, became a hit.

In 19th-century France, mime began to evolve into theart form we know today. Using mostly stock characters andsimple plots, mime showed images, actions, and feelings. InEngland, however, mime grew into both the clown traditionand the pantomimes, or wordless skits.

Perhaps the best-known mime of recent years is theFrenchman Marcel Marceau. He has performed on the stageand television in the United States many times. He carries onan old tradition in new ways.

Mime Time–Worksheet 1 (continued)


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Mime Time–Worksheet 2

Title Author’s PurposeTechniques Author Used to

Achieve This

Which of the three passages did you like best? Write at least three complete sentences explainingyour answer.



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Sawyer’s SummaryPurpose Students practice summarizing stories.

Objective 05: Identify Reading StrategiesThinking Skill: Organize Information

Description Students look at a sample story map and read a storysummary. Then they make their own story map basedon a book they have recently read.

Materials strips of paper with titles of familiar children’s literatureor fairy tales (optional)

Directions

1. Getting Started Distribute copies of Worksheet 1. Explain that a summary gives a quickoverview of a book. Ask a volunteer to read the summary of Mark Twain’s book, TheAdventures of Tom Sawyer.

2. Worksheets Distribute Worksheets 2 and 3. Review the elements of the story map. Explainthat students can use a story map to organize important information about a book, and thatthey can then use this information to write a summary of the book. Discuss the informationfrom the story map that is included in the summary. Have the class create a story map on theboard for a book that the entire class has read recently or is familiar with.

3. Complete the Story Map Divide students into small groups and have them work togetherto fill out the story map for a book of their choice. Have each group suggest its own book orselect a paper strip that has the title of a familiar fairy tale or children’s story.

4. Conclude Activity Invite students from each group to write their story maps on the board.Discuss whether enough information is included in the story map. Would students be able towrite a good story summary based on the information from the story map?

Variation

Basic Model a story map for a television show or a movie that students know well. Havestudents work together to identify the characters, setting, plot, and conflict for thetelevision show or movie.

Advanced Have students write a summary based on their story maps. Then have themsummarize the story in four sentences.

7ACTIVITY

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Sawyer’s Summary–Worksheet 1

A Summary of The Adventures of Tom Sawyer

When school is over for thesummer, they have a town picnic. Tomand Becky venture into a large cavenear the picnic ground. They lose theirway in the many narrow passagewaysof the cave, and are trapped in thedark without any food for three days.While looking for a way out, Tomcomes face to face with the murdererhe has exposed. Eventually, Tom findsa safe way out of the cave, and Beckyis very grateful.

Judge Thatcher orders the cavesealed, but when Tom explains thatthe murderer is inside, the cave isreopened, and they find the murderer,who has starved to death. Tom andHuck go back to the cave on theirown, and find the murderer’streasure—a fortune in gold. Now Tomand Huck are rich, and the wholetown loves them.

In The Adventures of Tom Sawyer,Mark Twain tells the funny andsometimes frightening adventures of ayoung boy, Tom Sawyer, who lives withhis Aunt Polly in a Mississippi Rivertown in the 1830s. Tom does not alwaysbehave well. One day, when he skipsschool, Aunt Polly punishes him bymaking him whitewash a fence. However,Tom tricks neighbor boys into doing hiswork by making them jealous of the“fun” he is having.

One night, Tom and his friend HuckFinn visit a graveyard and there theywitness a murder. In fear for their ownlives, Tom and Huck take an oath neverto tell what they have seen. Later in thestory, though, courageous Tom saves aninnocent man’s life by revealing theidentity of the real murderer.

Throughout the book, Tom isdesperate to win the heart of BeckyThatcher, a girl who is the daughter ofthe town judge. When Becky refuses tobe Tom’s girlfriend, he runs away withHuck and another friend. The wholetown believes that they are dead, andthe boys return just in time to witnesstheir own funerals.


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Directions: Read the story map below. Use this example to help you fill out the blank storymap about the book you have read.

A Story Map for The Adventures of Tom Sawyer

Characters Setting Important Events Main Conflicts orProblems

Tom Sawyer(orphaned, lives withAunt Polly)

St. Petersburg, a townon the shore of theMississippi River;early 1830s

Aunt Polly punishesTom for missingschool by makinghim whitewash afence; he convincesneighbor boys thatit’s so much fun, thatthey do it for him.

Tom is frequently introuble with AuntPolly formisbehaving.

Aunt Polly(Tom’s aunt)

Huck and Tom go toa graveyard andwitness a murder.

Tom and Huck haveto decide what to doabout witnessing amurder and escapingthe murderer.

Huck Finn(Tom’s friend)

Jackson’s Island Tom runs away withHuck and anotherfriend. They hide onan island, returningto see their ownfunerals. Tom andHuck find a treasureand get to keep it.

Becky refuses to beTom’s girlfriend, sohe runs away withHuck.

Becky Thatcher(Judge Thatcher’sdaughter)

McDougal’s Cave Tom and Becky getlost in a cave forthree days—he savesthem and wins heraffections.

Tom and Becky needto find a way out ofthe cave.

St. Petersburg, a townon the shore of theMississippi River;early 1830s


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Directions: Choose a book that you have read recently. Then fill out the story map below,based on information from that book.

A Story Map for

Characters Setting Important Events Main Conflicts orProblems


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Sawyer’s Summary–Worksheet 3 (continued)

Use the information in your story map to write a summary. Write at least three or four sentences inyour answer.



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Junior Red CrossPurpose Students interpret graphics to enhance comprehension.

Objective 05: Identify Reading Strategies Thinking Skill: Analyze Information

Description Students answer a series of questions about a bar graph that illustrates trends inJunior Red Cross participation.

Directions

1. Getting Started Explain that students will look at a bar graph showing information aboutthe American Junior Red Cross. Tell students that the Red Cross was originally set up to helpsick and wounded soldiers, but was later expanded to help victims of various disasters. TheJunior Red Cross used to be made up of students across the United States, and many of themparticipated during periods of war and economic hardship. Explain that now the Red Crosshas a Youth Division in which many students still volunteer.

2. Worksheet Distribute copies of the worksheet. Review details of the bar graph showing thenumber of Junior Red Cross members from 1918 to 1945. For example, in 1919, 11.4 millionstudents participated in the Junior Red Cross. Ask students to read what volunteers did duringeach of the three periods (World War I, the Great Depression, World War II). Discuss whythese Red Cross activities were probably helpful during each of the periods.

3. Conclude Activity Have pairs of students work together to answer the questions on thesecond page of the worksheet. When everyone has finished, invite volunteers to read theiranswers. As a class, review the correct answer to each question.

Variation

Basic Instead of having students do Numbers 1 through 7, focus on the questions inNumbers 1, 2, and 6. Review each answer with students.

Advanced Ask students to write an essay on student volunteering opportunities today.Students might research the number of elementary, high school, and college studentsparticipating in volunteer activities.

8ACTIVITY

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Junior Red Cross–Worksheet

Directions: Look at the bar graph below. Then write answers to Numbers 1 through 7.

Annual Membership in the American Junior Red Cross

(estimates, in millions)

World War I

During this period, volunteers:

– made and collected clothesfor war victims

– made hospital supplies

– built furniture for hospitals

– made Friendship Boxes foroverseas youth

– helped in Victory Gardens(vegetable gardenscultivated to enlarge thefood supply at home)

The Great Depression


– distributed surplus wheatand cotton

– collected clothes and food(canned fruits andvegetables)

– produced and distributedtoys, clothes, andeducational supplies

– gave money

World War II


– produced clothes, toys, andfurniture

– created art works

– worked on recreationalprograms at military campsand hospitals

– worked in Victory Gardens

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8

6

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2 1918 1919 1933 1938 1940 1945


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Junior Red Cross–Worksheet (continued)

1 During which year did the greatest number of students join the Junior Red Cross? Howmany students joined during that year?

2 During which year did the fewest number of students join the Junior Red Cross? Howmany students joined during that year?

3 During which two of the three periods shown on the bar graph did members work inVictory Gardens?

4 During which period did members work on recreational programs at military camps andhospitals?

5 During which period did members distribute surplus wheat and canned foods? Why doyou think that such work was important in this period?

6 During which two years did approximately the same number of students join the JuniorRed Cross?

7 What trend in the membership is shown for all three periods? Why do you think this is so?Explain, using at least three complete sentences.



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A Star Is BornPurpose Students practice combining sentences to create effective compound and

complex sentences.Objective 07: Sentence Structure Thinking Skill: Synthesize Elements

Description Students read a passage. Then they rewrite it by combining sentences,where appropriate, to make the passage more effective.

Directions

1. Getting Started Introduce the activity by reviewing compound and complex sentences. Toshow the differences between the two, you may want to write the following sentences on theboard (or use your own sentences): Mario went to school. Mario went to basketball practice.

Ask students how they could combine these two sentences into a compound sentence. Astudent might volunteer, Mario went to school, and then he went to basketball practice. Writeappropriate responses on the board.

Then ask students how they could combine the following sentences to make a complexsentence. George put the book in his backpack. George’s sister had given him the book.A student might volunteer, George put the book his sister had given him into his backpack.Remind students of the rules for using commas in compound and complex sentences.

2. Worksheet Distribute copies of the worksheet. Explain that students will read a “pressrelease” about a new Hollywood star, and then rewrite it on another piece of paper bycombining sentences to make the passage more effective.

3. Discuss Have a volunteer read the passage aloud. Then use the second, third, and fourthsentences to model sentence combinations. Point out the use of correct punctuation andconjunction. Ask students to rewrite the passage by combining sentences where appropriate.Encourage them to use all four kinds of sentences, if possible—statements, questions,exclamations, and commands.

4. Conclude Activity Have a volunteer read his or her version of the first paragraph of the“press release” to the rest of the class. Then continue by having volunteers read versions ofthe second and third paragraphs. Ask students to compare the different versions of eachparagraph, and decide which new sentence combinations are most effective.

Variation

Basic On the board, write pairs of short sentences from the passage. Have studentvolunteers combine the two sentences to make a longer, more effective sentence.

Advanced Ask students to create their own paragraphs of very short sentences. Havestudents exchange paragraphs and combine the sentences to make more effectiveparagraphs.

9ACTIVITY

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A Star Is Born–Worksheet

Directions: Read the “press release” below. Decide which sentences to combine to createcompound and/or complex sentences. Then rewrite the press release on a separate sheet of paper.

A Star Is BornThe biggest movie star of the year is

named Jo. You probably haven’t heard of her. By the end of the year you will hear of her. You will probably hear of her more than you care to. What is Jo’s claim to fame you might ask. How can I be sure she will be the “biggest movie star”?

Jo is a 400-pound Galápagos tortoise, Geochelone elephantopus. She is the main character of the film Landlubber. It is soon to be released. Its human stars are teen favorite Ashley Kate Nielson, former child star Wendy Wendie, and character actor John Longtooth. Jo steals the show. Jo doesn’t know she’s acting. She’s just doing what comes naturally. That is, moving very slowly.

The story is not a new one. It is basically a girl-saves-critter weepie. Why does Jo need saving? What lies ahead for her if she is saved? Ashley Kate’s movie father wants to take Jo back to his wildlife farm. He also wants to take other local fauna. Ashley Kate knows it’s not illegal. She knows he has the blessing of

the government. She realizes that everyone thinks it’s for the best. She knows that her father is running a special breeding program. Still, she cannot help but feel sorry for Jo. Jo will never see her native land again.

I won’t spoil the ending for you. Maybe you have seen other movies by director Paul Murchison. If so, you will know what happens before you even take your seat.

I asked Ashley Kate’s mother how her daughter liked working with Jo. “Nothing interferes with Ashley Kate’s professionalism,” she said. “That goes for turtles, lizards, and birds.” It doesn’t look as if Ashley Kate interferes with Jo either. Jo just goes on. Jo just does what comes naturally.

1 How did you decide which sentences to combine? Write at least two or three completesentences to explain.



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Lewis and ClarkPurpose Students identify sentences irrelevant to a paragraph’s theme.

Objective 08: Writing StrategiesThinking Skill: Analyze Information

Description Students read a passage and cross out the irrelevant informationin each paragraph.

Materials overhead projector (optional)

Directions

1. Getting Started Explain that students will read a passage about Lewisand Clark. After reading the passage, they will look at each paragraph to findsentences that are not relevant. Explain that an irrelevant sentence does not supportthe topic of the paragraph.

2. Discuss To help students review the concept, write the following paragraph onthe board or display it on an overhead projector:

President Jefferson made the Louisiana Purchase in 1803. Baseball wasnot a popular sport in 1803. The United States bought the land from Francefor fifteen million dollars. The land made up about a third of the area of thecontinental United States. Today, New Orleans is the capital of Louisiana.

Ask students to identify the sentences that are not relevant. (Students should identifythe second and last sentences in the paragraph.)

3. Worksheet Distribute copies of the worksheet. Have volunteers read each paragraph.Then ask students to find the sentences that are not relevant and cross them out.

Ask a volunteer to identify the sentences that he or she crossed out in the first paragraph.Then ask other students to identify the irrelevant sentences in the second and thirdparagraphs.

4. Conclude Activity Have a volunteer read the revised passage aloud.

Variation

Basic Have students work as a group to find the irrelevant sentences in one paragraph.Discuss with students why each sentence in the first paragraph does or does not supportthe topic.

Advanced Ask students to write their own paragraphs that contain irrelevant informationon a topic of their choice. Invite students to exchange paragraphs and cross out theirrelevant sentences.

10ACTIVITY

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Lewis and Clark–Worksheet

Directions: Read each paragraph in the passage below. Identify and cross out the sentences ineach paragraph that are not relevant—that do not support the topic.

Lewis and Clark

In 1803, President Thomas Jeffersonasked Meriwether Lewis to lead anexpedition across the West. The tripwould start in St. Louis, in the vast,newly acquired Louisiana Territory.Jefferson had boughtLouisiana from Napoleon,who would soon becrowned Emperor ofFrance. One purpose ofthe expedition was to finda water route from theMissouri River all the wayto the Pacific Ocean. Withthis water route, traderswould not have to sail around thecontinent of South America to get fromeast to west. At that time, SouthAmerica was not yet independent fromSpain. Also, the president wanted Lewisto make maps of the region and makefriendly contact with Native Americantribes. In addition, he wanted Lewisto document the wildlife found inthe region. Lewis recruited hisfriend William Clark to help himlead the expedition. Both Lewis andClark were very poor spellers.

President Jefferson believed thatthere might be mammoths, giants, andllamas living in the unexplored West.He also believed that there was a largemountain made of salt. Jefferson had

been inauguratedpresident in 1801.Lewis and Clark

helped scientists gaina more realistic

picture of the West.Unfortunately, theycouldn’t take pictureswith a camera, becauseit hadn’t been invented yet. Lewis andClark did find many animals and plantsthat were new to scientists. Theseincluded the sage grouse, the bighornsheep, prairie dogs, and bitterroot.

Lewis and Clark made contact withNative Americans of many differenttribes, who helped them to find theirway to the Pacific Ocean. One day, theUnited States would stretch all the wayto the Pacific Ocean. A young Shoshoniwoman named Sacajawea wasparticularly helpful. When her husbandwas hired as an interpreter, she joinedthe expedition along with her infantson. Sacajawea helped Lewis and Clark

communicate with theShoshoni. Lewis andClark needed the help

of Sacajawea and herhusband to get horses for

their trip west. During theexpedition, they sometimes

ate dried meat. There was another wayin which Sacajawea contributed to thesuccess of the expedition. When otherNative Americans saw her with hersmall son, they were less likely to fearthat the expedition was a war party.Only men, they believed, made war.So Lewis and Clark were able toaccomplish their mission withoutcreating ill will among the people theymet.



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Topics for MePurpose Students practice writing supporting sentences that develop a topic sentence.

Objective 08: Writing Strategies Thinking Skill: Generate Ideas

Description Students write sentences to support three different topicsentences. Then they analyze each other’s work anddetermine whether or not their sentences support thegiven topic.

Directions

1. Getting Started Explain that a topic sentence tells the mainidea in a paragraph. The rest of the sentences in the paragraph,the supporting sentences, tell more about the main idea. (Toreview paragraphs containing sentences that do not support themain idea in the paragraph, use the passage from Activity 10, “Lewisand Clark.”) Tell students that they will create three paragraphs by writingsentences to support three different topic sentences. Each paragraph should express onemain idea.

2. Discuss Before students begin individual work, introduce and review ways of developingsupporting sentences for a given topic. Write the following topic sentence on the board: Ourclass is good at many things. Have students offer sentences that support the topic. Possibilitiesmight include the following: We are good at working together. We are good at followinginstructions. We are good at raising money. Discuss whether or not the suggested sentencesactually support the topic.

For further modeling, write the following sentence on the board: Our class does one thing bestof all. Suggest that for this topic sentence, supporting sentences might first name an activity atwhich the class excels, and then give appropriate details. Also, give examples that are notsupporting sentences, such as: The other day, we had an interesting social studies lesson thatwe all enjoyed.

3. Worksheet Distribute copies of the worksheet. Ask students to work individually, writing atleast three supporting sentences for each topic sentence.

4. Conclude Activity Have students work in pairs. Ask them to exchange worksheets withtheir partners and critique each other’s work to determine whether or not the sentencessupport the main idea. Have students review their comments together.

Variation

Basic Have each student write only one supporting sentence for each topic. Then workas a group to review each student’s work.

Advanced Have students each write a topic sentence of their own choosing. Then havethem exchange sentences with a partner. Each student should write three sentences thatsupport the partner’s topic sentence. Have partners discuss their sentences.

11ACTIVITY

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Topics for Me–Worksheet

Directions: Write three complete supporting sentences for each of thetopic sentences below.

1 Winter offers many outdoor pleasures, no matter where you live.

2 If you find washing a car to be a boring task, here’s how to make it more interesting.

3 If you’ve ever been stuck waiting somewhere for a long time with nothing to do, youknow how important it is to plan ahead.

4 Which of the three topics did you most enjoy writing about? Write at least two or threecomplete sentences in your answer.



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Amazing A-VillePurpose Students practice identifying and correcting errors in existing text.

Objective 09: Editing Skills Thinking Skill: Analyze Information

Description Students read a passage and correct mistakes in the useof adverbs, adjectives, and verb tense.

Directions

1. Getting Started Remind students that adjectives arewords that give more information about nouns. Write thefollowing examples on the board: a kind girl, a loyal dog,a happy family. Adverbs, on the other hand, are wordsthat give more information about verbs. Write thefollowing examples on the board: She spoke kindly, he behaved loyally, the family traveledhappily. Review the fact that adverbs often end in ly. Point out some adverbs that do not (e.g.,well, often, fast).

2. Discuss Briefly discuss verb tenses with students. Write the following sentence on the board:We went to the store and get apples. Ask students to identify the problem with this sentence.Explain that in good writing, verb tenses usually convey the sense of a time framework. Ifactions occur simultaneously, they need the same tenses. If an action occurs before or afteranother, the verbs need to indicate the proper use of the past tense.

3. Worksheet Distribute copies of the worksheet. Explain to students that they will read apassage and correct any errors they find. These errors will involve adverbs, adjectives, andverb tense. (There may be several ways to correct some of the errors.)

4. Conclude Activity When all the students have finished the assignment, ask for volunteersto read, or write on the board, each corrected sentence. Review the corrections with the class.

Variation

Basic Ask students to work as a group, reading aloud each sentence in the passage anddiscussing possible errors and corrections. Have students write corrected sentences on theboard.

Advanced Have each student write a paragraph about his or her favorite band and thenexchange the paragraph with a partner. Have students proofread each other’s work.

12ACTIVITY

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Amazing A-Ville–Worksheet

Directions: Read the passage below. Cross out each error that you find, and write the correctword or words above it. Look for errors in the use of adverbs, adjectives, and verb tense.

Amazing A-Ville

Do you know which amazing band came to your hometown tomorrow night?

It’s A-Ville, the best band in the entirely country! A-Ville is not just any band. They won

a TV contest of today’s most popular bands. Why did they won? They have great looks,

tons of talent, and a lot of catchy tunes. Lead singer Brad says his greatly band will

have stayed on top for a good reason—they work more hard than any other band.

Drummer Bingo Moon says he’s never have a better time doing anything else. Bingo

says that he loves the young fans who

screamed at concerts. He is happy to have

them cheered him at any time.

1 Write four or five sentences about your own favorite band. Reread the sentences to findany errors in the use of adverbs, adjectives, and verb tense. Rewrite the sentences ifnecessary.


Part 7 Teaching Activities—Mathematics 7.43C

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Mathematics Teaching Activities


1 The Great Jump-Off 10 Number and Number Relations X 7.44

2 Flavorful Proportions 10 Number and Number Relations X 7.46

3 Appearing Tonight 11 Computation and Numerical Estimation X 7.49

4 By the Numbers 12 Operation Concepts X 7.52

5 Spring Planting 13 Measurement X 7.54

6 Bird Watching 14 Geometry and Spatial Sense X 7.57

7 Shaping Up 14 Geometry and Spatial Sense X 7.60

8 Rolling, Rolling, Rolling 15 Data Analysis, Statistics, and Probability X 7.62

9 Poll Position 15 Data Analysis, Statistics, and Probability X 7.64

10 All Aboard! 16 Patterns, Functions, Algebra X 7.66

11 Lost Treasure 17 Problem Solving and Reasoning X 7.69

12 Big Dog Drive-In 17 Problem Solving and Reasoning X 7.72


7.44 Part 7 Teaching Activities—Mathematics

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The Great Jump-OffPurpose In this activity, students review how to compare and rank numbers in decimal and fractional

forms.Objective 10: Number and Number Relations Thinking Skill: Analyze Information

Description Students use data in fractional and decimal forms to compare and rank the jumping abilitiesof a group of frogs.

Materials scratch paper (optional)

Directions

1. Getting Started Hand out copies of the worksheet. Then read the following aloud to thestudents:

The best jumping frogs in Caldwell County are competing in The GreatJump-Off. Unfortunately, the jumping measurements have arrived in a varietyof forms—fractional, decimal, and feet and inches. Your job is to make senseof this data.

2. Direct Instruction Read the first question on the worksheet to the class. Ask students whatthey need to do in order to compare the other frogs’ distances with Lucky Lefty’s distance. Ifnecessary, point out that they need to work in the same number form—decimal, fractional, orfeet and inches—in order to make comparisons.

3. Whole Class Activity Have each student decide on one number form into which he or shewill convert all the distances shown in the worksheet table. Then have the students computethe distances in that form. Have students check their work by filling in all the missing boxesin the table. Then have students answer the questions.

4. Conclude Activity Ask students the following question:w Can you think of any other situations in which you might need to convert decimals to fractions or

fractions to decimals? Explain.

Variation

Basic Review the process by which we convert fractions to decimals and decimals tofractions. Help students convert the measurements shown in the table by pointing out that12 inches will always be the denominator.

Advanced Have students measure a broad jump area in feet and inches. Then havepairs of students take turns jumping and recording each other’s distances in three trials ofboth standing and running broad jumps. Have students record their partner’s distancesand convert the distances to decimal and fractional forms.

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The Great Jump-Off–Worksheet

Directions: The best jumping frogs in Caldwell County are competing in The Great Jump-Off.Unfortunately, the jumping measurements have arrived in a variety of forms—fractional, decimal,and feet and inches. Your job is to make sense of this data.

Mathematics ß Activity 1

19.375 feet

19.4 feet

Lucky Lefty

Doris the Magnificent

Mean Green Machine

Ribbet Z

Big Boy

Hop-along Cassidy

The Mighty Toad

19 feet 9 inches

DistanceJumped

(feet and inches)

DistanceJumped

(decimal)

DistanceJumped

(fractional)Frog’s NameRank

Jump-Off Distances

19 feet

19 feet

19 feet

19 feet

38

25

18

13

1 Which frog(s) jumped the same distance as Lucky Lefty?

2 Which frog(s) jumped farther than Lucky Lefty?

3 Which frog(s) jumped farther than Hop-along Cassidy? Name the frog(s).

4 Which frog jumped farther—Ribbet Z or Hop-along Cassidy? how much farther?

5 Which frogs jumped less than 193

8 feet? Rank these frogs in order from greatest to least.

6 In the first column of the table, rank the frogs in order of the distance they jumped, fromgreatest to least.


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Flavorful ProportionsPurpose In this activity, students use ratios and proportions to solve problems involving the ingredients

in chocolate chip cookie recipes.Objective 10: Number and Number Relations Thinking Skill: Evaluate Outcomes

Description Students use the data for two different chocolate chip cookierecipes to solve problems involving how many cookies theycan make from each one.


Directions

1. Getting Started Hand out copies of the worksheet.

2. Direct Instruction Point out that different recipes for the samekind of food sometimes call for ingredients in different proportions. The different proportionsof ingredients in a chocolate chip cookie recipe, for example, will result in a drier cookie orone that is more moist. Proportions are also important in recipes when a cook has to makemore of a recipe than is called for (for instance, double or triple amounts), or when a cookhas to decide how much can be made from ingredients on hand.

3. Whole Class Activity Have students work together to answer the questions on theworksheet. Then review the answers in class, having students show how they set up theirproportions to find the answers.

4. Conclude Activity Ask students the following questions:w Which recipe has more chocolate chips in each cookie? How do you know?

Variation

Basic Define a proportion as two equal ratios. Have students work in pairs. Have eachstudent set up several proportions in which his or her partner solves for an unknown,

such as: 5

3 �

x

6. Have students check each other’s answers.

Advanced For each recipe, have students figure out how much of each ingredient theywould need to make enough cookies so that every student in the school would be able toeat one cookie.

2ACTIVITY

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Flavorful Proportions–Worksheet

Directions: Study the recipes and then answer the questions.

1 If you have 10 cups of flour and use Recipe A, how many batches of cookies can you make?If you have 10 cups of flour, how many batches of Recipe B can you make?

2 If you have 9 eggs and use Recipe A, how many batches of cookies can you make? If you have9 eggs, how many batches of Recipe B can you make?

cup butter

cup white sugar

cup brown sugar

1 egg

cup milk

12

12

12

14

teaspoon vanilla

1 cups flour

teaspoon baking soda

cup walnuts

cup chocolate chips

12

12

12

12

14

Makes about 45 cookies

Recipe B

cup shortening

cup butter

cup white sugar

1 cup brown sugar

teaspoon baking soda

1 teaspoon cinnamon

12

12

12

12

12 teaspoon salt

2 eggs

1 teaspoon vanilla

2 cups flour

2 cups chocolate chips

1 cup walnuts

12

Makes about 60 cookies

Recipe A

3 If you have 71

2 cups of flour and use Recipe A, how many cups of chocolate chips will you need?


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Flavorful Proportions–Worksheet (continued)

4 If you have 31

2 cups of brown sugar and use Recipe A, how many cups of flour will you

need?

5 If you have 7 cups of flour and use Recipe B, how many cups of milk will you need?

6 If you have 4 cups of white sugar and use Recipe B, how many cups of flour will you need?

Activity 2 ß Mathematics


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Appearing TonightPurpose In this activity, students use computation in a real-life context

to solve problems that require making strategic decisions.Objective 11: Computation and Numerical EstimationThinking Skills: Evaluate Outcomes; Analyze Information

Description Students make calculations that compare and contrast theterms of three options to determine how to make the bestpossible business decisions.


Directions

1. Getting Started Hand out copies of the worksheet. Then read aloud the followinginformation:

Stephanie’s band is putting on a concert at the Old Town Theater. Ms. Lowell,the owner of the theater, has offered the band three different options forpayment. The theater can seat 300. Tickets will cost $5.00.

Option 1: The band keeps $2.00 from the sale of each ticket.

Option 2: The band gets nothing from the first 100 tickets sold. After that,they earn $4.00 from the sale of each ticket.

Option 3: The band receives a payment of $300.

2. Direct Instruction Have students distinguish between the terms of the options. Stress thatin Option 1, the band gets $2.00 from every ticket sold. In Option 2, they begin to earn moneyonly after 100 tickets are sold.

3. Whole Class Activity Have students work the answers to the problems. Then have studentsshare their answers and explain how they arrived at their solutions.

4. Conclude Activity Ask students the following questions:w Why do you think Ms. Lowell offered more than one option?w What were the advantages and disadvantages of each one?

Variation

Basic Review operations with decimals. Remind students to pay special attention to theplacement of the decimal point in the product when multiplying.

Advanced Have students devise their own options and determine the circumstancesin which each option would be advantageous. For example, you might ask students thefollowing questions:w What other arrangements could be made if the concert ran two nights?w Which of those arrangements would be most likely to make money for the theater owner?

for the band?

3ACTIVITY

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Appearing Tonight–Worksheet

Directions: Read the information below and answer the questions.

Stephanie’s band is putting on a concert at the Old Town Theater. Ms. Lowell,the owner of the theater, has offered the band three different options for payment.The theater can seat 300. Tickets will cost $5.00.

Option 1: The band keeps $2.00 from the sale of each ticket.

Option 2: The band gets nothing from the first 100 tickets sold.After that, they earn $4.00 from the sale of each ticket.

Option 3: The band receives a payment of $300.

1 For how many tickets would the band receive the same amount of money fromOption 1 and Option 3?

2 For how many tickets would the band receive the same amount of money from Option 2and Option 3?

3 For how many tickets would the band receive the same amount of money from Option 1and Option 2?

4 Which option is best for the band if 180 tickets are sold? How much more money willthe band earn with that option than with the other options?

5 Which option is best for the band if 200 tickets are sold? How much more money willthe band earn with that option than with the other options?


6 Which option is best if 300 tickets are sold? How much more money will the band earnwith that option than with the other options?

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Appearing Tonight–Worksheet (continued)

7 If 125 tickets are sold, how much money will the band gain or loseby choosing Option 2 instead of Option 1? by choosing Option 3instead of Option 1?

8 How many tickets need to be sold so that the band makes more money by choosingOption 1 instead of Option 3?

9 How many tickets need to be sold so that the band makes more money by choosingOption 2 instead of Option 3?



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By the NumbersPurpose In this activity, students play an integer game that uses the four basic operations—

addition, subtraction, multiplication, and division.Objective 12: Operation ConceptsThinking Skills: Generate Ideas; Synthesize Elements

Description Students cut apart integer playing cards from an activity sheet and then play a gamein groups of four.

Materials scissors

Directions

1. Getting Started Have students form groups of four. Give each group a copy of theworksheet.

2. Whole Class Activity Have each group cut out the cards on the worksheet and turnthem face down on the table. (For longer-lasting cards, students can paste them to piecesof cardboard cut the same size.) Each student should receive 9 cards dealt at random. Eachstudent places a card face up. The group will then make the largest number possible byperforming the operations indicated on the cards: For example, a group draws �4, �1, �1,and �3; the largest number possible is �4 � 3 � 1 � 1 � 12. Multiplication and divisionsigns on cards that are used first should be ignored (e.g., in the following combination,�9 � 3 � 4 � 2, the multiplication sign is ignored). Students must follow the order ofoperations.

3. Conclude Activity Ask students the following questions:w What is the highest number you can have in a round?w What is the lowest?w What are the highest and lowest possible numbers, if you have one card with each operation?w What is the lowest possible positive number?

Variation

Basic Review basic operations and order of operations.

Advanced Have groups play a version in which they find the lowest possible number.

4ACTIVITY

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By the Numbers–Worksheet


�1

�1

�1

�1

�2

�2

�2

�2

�3

�3

�3

�3

�4

�4

�4

�4

�5

�5

�5

�5

�6

�6

�6

�6

�7

�7

�7

�7

�8

�8

�8

�8

�9

�9

�9

�9


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Spring PlantingPurpose In this activity, students explore the relationship between length and area.

Objective 13: Measurement Thinking Skills: Organize Information; Synthesize Elements

Description Students use both visual and mathematical reasoning to solveproblems and discover relationships.

Materials colored pencils, pens, or crayons (optional)

Directions

1. Getting Started Hand out copies of the worksheet. Read aloud thefollowing to the students:

Ms. Wilson has a garden that is 6 feet long and 8 feet wide. Sheuses 1 bag of fertilizer on the garden every year. This year, Ms. Wilson plansto double the length and width of her garden. Ms. Gilmour, the nurseryowner, tells Ms. Wilson that she will need 4 bags of fertilizer. Ms. Wilson saysthat she will need only 2 bags. Who is correct?

2. Direct Instruction Have students vote on their choice and tally the results on the board.Ask for volunteers to explain their reasoning. Write the reasons on the board.

3. Whole Class Activity Have students answer the questions on the worksheet. When studentshave finished, go over the answers, making sure students understand why doubling the lengthand width quadruples the area.

4. Conclude Activity Ask students the following questions:w What would happen to the area of the garden if Ms. Wilson decided to triple the length and width?

w What would happen if she quadrupled the area?

Variation

Basic Review the definition of area. Show how a single square unit is used to measurearea. Show students how the area of a rectangle can be computed by multiplying lengthby width. Make sure that students understand that area must be expressed in square units.

Advanced Extend the situation to three-dimensional volume, comparing the volumes ofa 1-foot cube and a 2-foot cube. Show students that the second cube has 8 times as muchvolume as the first cube.

5ACTIVITY

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Spring Planting–Worksheet


1 Starting at the upper left corner of the grid below, shade a 6- by 8-foot rectangle torepresent Ms. Wilson’s current garden. What is the area of the garden? (Each square is1 foot per side.)

Ms. Wilson has a garden that is 6 feet long and 8 feet wide. She uses 1 bag offertilizer on the garden every year. This year, Ms. Wilson plans to double the length andwidth of her garden. Ms. Gilmour, the nursery owner, tells Ms. Wilson that she will need4 bags of fertilizer. Ms. Wilson says that she will need only 2 bags. Who is correct?

2 Starting at the upper left corner of the grid below, shade a 12- by 16-foot rectangleto represent Ms. Wilson’s planned garden. What is the area of the garden?

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3 Is the area of the 12- by 16-foot garden twice the area of the 6- by 8-foot garden?On the lines below, explain why or why not.

Spring Planting–Worksheet (continued)


4 How many bags of fertilizer will Ms. Wilson need? Explain your answer on the lines below.

5 What could be the length and width of a garden with an area two times larger than a6- by 8-foot garden?

6 Compare the areas of a 4- by 2-foot rectangle, and a “double” rectangle that measures8 feet by 4 feet. What is the ratio of the larger rectangle to the smaller rectangle?


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Bird WatchingPurpose In this activity, students review measuring angles.

Objective 14: Geometry and Spatial SenseThinking Skill: Gather Information

Description Students use a protractor to measure angles and locate objectson a grid.

Materials protractors, overhead transparency of worksheet (optional),transparency of protractor (optional), rulers (optional)

Directions

1. Getting Started Hand out protractors and copies of the worksheet.

2. Direct Instruction Demonstrate how to measure angles by aligning the bottom edge of theprotractor with the vertical (north-south) lines on the grid. Show that 0 should always pointnorth.

3. Whole Class Activity Go over question 1 with students. Have students complete theworksheet. Review students’ measurements and solutions.

4. Conclude Activity Ask students the following question:w If you don’t have a protractor, how can you approximate the measures of angles?

Variation

Basic Review how to measure angles with a protractor. If necessary, review the conceptsof directions on a map.

Advanced Have students work in pairs. Students draw their own diagrams on graphpaper and measure each other’s diagrams.

6ACTIVITY

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Bird Watching–Worksheet

Directions: Corey is visiting a bald eagle sanctuary. He is tracking the daily movements of3 eagles—Alice, Chloe, and Franklin. Use a protractor and the map to answer the questions below.


1 Corey is standing at point 1, facing north. How many degrees east should he lookto find Alice?

2 At what angle and in what direction can Corey find Chloe?

3 At what angle and in what direction can Corey find Franklin?

1 inch = 100 feet

= woods

KEY

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Alice

Chloe

Franklin

A

B

1 2

N

W E

S

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5 At what angle and in what direction should Corey look to find Alice?

6 At what angle and in what direction should Corey look to find Franklin?

7 At 1 P.M., Alice flew to point B. Corey moved east in order to be able to see all three eagles.On the grid, mark the grid corner to which Corey moved. Label it point 3.

8 At what angle and in what direction should Corey now look to find Alice?

9 At what angle and in what direction should Corey look to find Chloe?

10 At what angle and in what direction should Corey look to find Franklin?

4 At 10 A.M., Chloe flew to point A, out of Corey’s view. Corey moved topoint 2. At what angle and in what direction can Corey now find Chloe?

Bird Watching–Worksheet (continued)



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Shaping UpPurpose In this activity, students explore how a polygon may contain many different shapes.

Objective 14: Geometry and Spatial Sense Thinking Skill: Organize Information

Description Students find a variety of polygons embedded in a single figure.

Materials colored pencils or crayons

Directions

1. Getting Started Have students work in groups of 2 to 4. Hand out a copy of the worksheetto each student.

2. Direct Instruction Display the figure from the worksheet on an overhead projector, or drawit on the board. Ask students for definitions of the following: square, triangle, rectangle,quadrilateral, pentagon, and hexagon. Show students why FBGCE is not a polygon. Remindstudents that shapes are typically named by listing their vertices in order.

3. Whole Class Activity Have the students work together to answer all the questions on theworksheet. When they have finished answering the questions, have students share theiranswers.

4. Conclude Activity Ask students the following questions:w What strategies did you use to find shapes?w Were all the quadrilaterals congruent?w Should rectangles and squares be the same color? Why?

Variation

Basic If necessary, review the names and properties of various polygons, includingtriangles, rectangles and other quadrilaterals, pentagons, and hexagons. Explain howto identify each figure, using the letters that correspond to its vertices.

Advanced Have students draw figures of their own that are similar to the one on theworksheet. Then have students exchange drawings and try to find how many of eachpolygon the figure contains.

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Shaping Up–Worksheet

Directions: Use the figure below to answer the questions.

B

GA D

C

F E

1 Trace each of the following polygons that appear in the figure. Use a different colorfor each polygon.

triangle pentagon

rectangle hexagon

other quadrilaterals

2 How many different triangles can you find in this figure? Use letters to name each triangle.

3 Which triangles are congruent to triangle ABF?

4 How many different rectangles and squares can you find? Name them.

5 How many quadrilaterals can you find that are not rectangles or squares? Name them.

6 How many pentagons can you find? Name them.



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Rolling, Rolling, RollingPurpose In this activity, students use number cubes to develop graphic

displays of the probability of number combinations.Objective 15: Data Analysis, Statistics, and ProbabilityThinking Skills: Organize Information; Evaluate Outcomes

Description Pairs of students roll two number cubes and record the results over a number of throws.They choose a graphic form with which to display their findings and present them to the class.

Materials number cubes, overhead transparency of worksheet (optional)

Directions

1. Getting Started Have students work in pairs. Hand out two number cubes and a copy of theworksheet to each pair of students.

2. Direct Instruction Discuss with the class the different combinations possible when rollinga pair of number cubes. Make sure students record the sum of the number cubes, not thenumbers on each cube.

3. Whole Class Activity Have students roll the cubes 10 times and record the results in thefirst column on their tally sheet. The students in each pair can take turns being the roller andthe recorder. Have students record the results of the next 15 rolls in the second column ontheir tally sheet. Have students record the results of the next 25 rolls in the third column ontheir tally sheet. Students then construct a bar graph based on their display. Have studentscompare their results for 10 rolls as a class. Repeat for 25 and 50 rolls. What are thesimilarities? the differences?

4. Conclude Activity Ask students the following questions:w Are 10 rolls enough to use as a sample to show probability?w What about 25? 50?w How many rolls do you think would result in a good sample?

Variation

Basic Review the combinations that are possible when rolling two number cubes. Helpstudents make a list of the combinations they will use in this activity.

Advanced Have pairs of students work with just one number cube. Aside from theobvious—no combinations or higher numbers—ask students if there are any differencesbetween the spread of results for one cube and two cubes. Have students explain anydifferences.

8ACTIVITY

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Rolling, Rolling, Rolling–Worksheet

Directions: Use this page as a tally sheet to record the results of your rolls.

Rolls 1–10 Rolls 11–25 Rolls 26–50 TotalResult

Number Cubes

2

3

4

5

6

7

8

9

10

11

12

On the grid below, construct a bar graph using the information from the “Total” column above.

12

11

10

9

8

7

6

5

4

3

2

1

0 2 3 4 5 6

Result

Nu

mb

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Number Cubes

7 8 9 10 11 12



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Poll PositionPurpose In this activity, students make predictions and draw conclusions from

data they collect from polling.Objective 15: Data Analysis, Statistics, and ProbabilityThinking Skills: Gather Information; Synthesize Elements

Description Students answer questions about things they like. They make predictionsbased on the combined answers of the class. Then they examine theactual data and draw conclusions.

Materials graph paper, overhead transparency of worksheet (optional)

Directions

1. Getting Started Hand out graph paper and copies of the worksheet. Have students answerthe questions for Survey 1 only.

2. Direct Instruction Have students raise their hands to indicate how they voted on eachquestion. Tally the votes on the board or on an overhead transparency. Ask students how elseeach question could have been written and how it would have affected students’ responses.Ask students how including “None of the above” as an answer choice would affect theoutcome.

3. Whole Class Activity Have students answer the questions for Survey 2. Emphasize that theymay write any answers to the questions. Tally votes as in Survey 1. Have students graph theresults for one pair of corresponding questions from Survey 1 and Survey 2. Discuss thedifferences between the two responses to the two questions.

4. Conclude Activity Ask students the following question:w In what situations do the results of surveys influence decisions?

Variation

Basic Review the conventions for making bar graphs. Help students understand howto choose units and how to label graphs so that information is immediately readable.

Advanced Have students explain how to use other methods of presenting data, suchas tables, circle graphs, etc.

9ACTIVITY

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Poll Position–Worksheet

Survey 1

Directions: For each question, mark your choicewith an X.

1 Which of these colors do you prefer?

blue

green

red

yellow

1 What is your favorite color?

Survey 2

Directions: For each question, write youranswer on the line.

2 Which of these pizza toppings do youprefer?

cheese only

mushrooms

pepperoni

sausage

2 What is your favorite pizza topping?

3 Which of these types of music do youprefer?

country

pop

rap

rock

3 What is your favorite type of music?

4 Which of these sports do you prefer to play?

baseball

basketball

football

soccer

4 What is your favorite sport to play?



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All Aboard!Purpose In this activity, students solve problems using inequalities.

Objective 16: Patterns, Functions, Algebra Thinking Skill: Organize Information

Description Students use algebraic number lines to solve inequality problems involving train connectionsat a busy junction.

Directions


2. Direct Instruction Draw an unmarked number line on the board. Have a volunteer showhow to use it to graph time in minutes. Have the student select and mark an “on-time” or“target” time on the far-left side of the graph, and then add times in one-minute intervals tothe right.

3. Whole Class Activity Have students work in pairs to complete the worksheets.

4. Conclude Activity Ask students the following questions:w Do you see any problem with announcing that a train is on time if it is nearly 6 minutes late?w Why do you think the railroad chose 5 minutes as a cutoff time?

Variation

Basic Review the concept of a number line and how it is used. Remind students that thepoints that are between two whole numbers represent mixed numbers or mixed decimals.Remind students that an inequality consists of terms that are not equal.

Advanced Have students solve inequalities in which the symbols and numbers arereversed, such as 6 � x. Have students graph compound inequalities (such as x � 5and x � 3) on a number line.

10ACTIVITY

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All Aboard!–Worksheet

Directions: The following timetable for the Tri-County Railroad shows the times when each offive trains is due to leave Jacksonville. A train is considered to be on time if it arrives or leaveswithin 5 minutes after its scheduled time. On each of the number lines below, graph the possibletimes that each train can arrive at Jacksonville and still be on time. When you have finished,answer the questions on the next page.

Arrival Time Departure TimeTrain

Tri-County Railroad

Port Buchanan

Oak Hills

Mid-Valley

Lewiston

Jamesburg

7:55 A.M.

7:57 A.M.

8:00 A.M.

8:01 A.M.

8:04 A.M.

7:58 A.M.

8:00 A.M.

8:03 A.M.

8:04 A.M.

8:07 A.M.


7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

Port Buchanan

Oak Hills

Mid-Valley

Lewiston

Jamesburg

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All Aboard!–Worksheet (continued)

3 Write an inequality that shows why passengers cannot change between a Jamesburg trainthat arrives at exactly 8:04 and an on-time Port Buchanan train (P ). Allow one minute forpassengers to change trains.

4 Which two trains have the largest overlapping on-time period?

5 If all the trains are running on time, which trains have scheduled arrival times that allowpassengers to transfer to any other train?


1 Write an inequality that shows the time (t ) that the Oak Hills train can arrive atJacksonville and still be on time.

2 Write an inequality that shows the time (t ) that the Oak Hills train can arrive so thatpassengers can change to a Port Buchanan train that leaves at its scheduled time. Allowone minute for passengers to change trains.


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Lost TreasurePurpose In this activity, students use proportional reasoning to solve spatial problems on a map.

Objective 17: Problem Solving and Reasoning Thinking Skill: Analyze Information

Description Students are given a treasure map. They must use the scale drawingto find the true measurements in order to locate the treasure.

Materials rulers

Directions

1. Getting Started Hand out copies of the worksheets. Then read thefollowing paragraph aloud to the students.

Professor Witherspoon has discovered a map showing the location of lostpirate treasure. Before the professor hunts for the treasure, he first plans tolocate the spot on the map where the treasure is buried. Use the directionsand the key to locate the treasure on the map below.

2. Direct Instruction Demonstrate the first clue on the board for the class. Students shouldplace their pencils at the tip of Lookout Point and measure 1 inch straight down on the mapand mark that point.

3. Whole Class Activity Have the students follow the rest of the clues. Tell students that theycan check their steps as they go, by seeing whether they land in the ocean or off the map.

4. Conclude Activity Ask students the following questions:w If you make a mistake on the first clue, would it be possible to locate the treasure?w What if you make a mistake on the fourth clue? on any clue?

Variation

Basic Review map directions, scale, and solving proportions.

Advanced Have students make their own treasure maps, using a scale and a set of cluesthat they’ve devised. Ask students to trade maps with a partner and find the path to thetreasure.

11ACTIVITY

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Lost Treasure–Worksheet

Directions: Professor Witherspoon has discovered a map showing the location of lost piratetreasure. Before the professor hunts for the treasure, he first plans to locate the spot on themap where the treasure is buried. Use the directions and the key to locate the treasure on themap below.

1 inch = 200 feet

KEY

PondWoods

HiddenCave

Lookout Point

Goat Rock Ocean

N

Stream

Well

Shack

House


Start at Lookout Point.

Walk south 200 feet.

Walk east 125 feet.


Walk west 550 feet.

Walk north 200 feet.

Walk east 800 feet.


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3 On the lines below, write a different set of directions to find the treasure. Start at the tipof Goat Rock. You should include at least 5 directions.

Lost Treasure–Worksheet (continued)


2 Following the directions above the treasure map, what is the total distance to the treasureon the map, in inches?

1 Where is the treasure located on the map?


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Big Dog Drive-InPurpose In this activity, students use a variety of strategies to solve problems

that involve inequalities.Objective 17: Problem Solving and ReasoningThinking Skill: Analyze Information

Description Students solve inequalities using a menu.

Directions


2. Direct Instruction Have a volunteer solve the first problem from the worksheet on theboard. Help students recognize that this problem presents a situation in which both of thefollowing inequalities are true: x � 4 and x � 7. The whole numbers that satisfy bothinequalities are 5 and 6. Students can identify the solution as 6 because it is the only numberthat would return more than one dollar in change from the least expensive menu option.

3. Whole Class Activity Have the students solve the rest of the problems on the worksheet.Encourage students to explain to the class how they solved each problem.

4. Conclude Activity Ask students the following question:w How are solutions to inequalities different from solutions to equations?

Variation

Basic Review the problem-solving strategy of “guess and check.” This strategy can beemployed for several of the problems on the worksheet. Point out that trying to solveproblems in more than one way can help students make sure they have the right solution.

Advanced If your class went to Big Dog and had $150 to spend, how many DoubleDog Meals could you order? How many Puppy Dog Meals? If you ordered Puppy Dogs forhalf of the class, how many Double Dogs could you order?

12ACTIVITY

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Welcome to

Drive-InPuppy Dog Meal $4.39

Double Dog Meal $5.29

Big Dog Drive-In–Worksheet

Directions: Tina and Rick went to Big Dog Drive-In for dinner. Part of the menu is shown below.Read the menu and answer the questions.

1 Tina and Rick both started out with the same number of dollar bills in their pockets. Tina hadmore than 4 dollars. Rick had fewer than 7 dollars. After making a purchase, they both hadmore than a dollar left. How much money did each of them have to start with? What did theyeach buy? How did you figure it out?

2 A Big Dog Meal costs at least 20¢ more than a Puppy Dog Meal and at least 25¢ less than aDouble Dog Meal. How many dollar bills does Rick need to be sure that he can buy a BigDog Meal? Explain your reasoning.

3 Lewis went to Big Dog with 13 dollar bills. How many more dollar bills does he need to besure he can buy 3 Big Dog Meals? Explain your reasoning.


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Big Dog Drive-In–Worksheet (continued)

4 Maria went to Big Dog with $20 to buy food for four people. How many Double DogMeals could she buy and still have enough left over to get Puppy Dog Meals for the restof the people? Explain your reasoning.

5 Mr. Peña’s class has 30 students. They have raised $150 in funds and want to use it for atreat at Big Dog Drive-In. If everybody wants a Double Dog Meal, how much more moneywill they need? How many students would have to buy Puppy Dog Meals for the class toafford the treat now? Explain your reasoning.


Part 7 Teaching Activities—Science 7.75C

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Science Teaching Activities


1 What’s Inside a Cell? 21 Life Science X 7.76

2 Antarctic Food Web 19 Science Inquiry X 7.7821 Life Science

3 At Home in the Wetlands 21 Life Science X 7.8024 Personal and Social Perspectives

in Science

4 Ice, Water, Steam 20 Physical Science X 7.82

5 Falling, Falling 19 Science Inquiry X 7.8420 Physical Science

6 Up In a Swing 20 Physical Science X 7.8623 Science and Technology

7 The Ground Beneath Your Feet 22 Earth and Space Science X 7.8923 Science and Technology

8 Warm and Warmer 22 Earth and Space Science X 7.9224 Personal and Social Perspectives

in Science


7.76 Part 7 Teaching Activities—Science

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What’s Inside a Cell?Purpose In this activity, students will compare a typical plant cell and a

typical animal cell and relate their structures to the roles of plantsand animals in the food chain.Objective 21: Life ScienceThinking Skills: Organize Information; Analyze Information; Synthesize Elements

Description Students look at diagrams of a typical plant cell and a typical animal cell and compare thecell parts (organelles). They refer to the diagrams as they read a descriptive text and answerquestions about the roles of the organelles.

Directions

1. Getting Started Tell students they are going to compare the organelles—the special parts—of plant and animal cells. Hand out copies of the worksheet. Review the following facts aboutcells: All living things are made of one or more cells. All plant and animal cells contain anucleus, which acts as the cell’s control center. The part of the cell outside the nucleus is thecytoplasm, which is jelly-like and made mostly of water. Also review the pronunciation of thewords in the diagrams and text.

2. Worksheet Have students study the cell diagrams and the text describing cells and thencomplete the chart.

3. Conclude Activity Have students discuss the following question in small groups and thenshare their answers with the entire class.w What does the presence of chloroplasts in plant cells—and its absence in animal cells—tell you about

the place of animals and plants in the food chain? (Chloroplasts are organelles that allow plants tomake their own food; therefore, plants are classified as producers. In food chains, producers are in thefirst trophic level.)

Variation

Using words and chemical symbols, show students the chemical equation for photosynthesis.[carbon dioxide and water (in the presence of sunlight) = glucose and oxygen;

6CO2 � 6H

2O ➔ C

6H

12O

6 + 6O

2]

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What’s Inside a Cell?–Worksheet

Animal Cell Plant CellCell membrane

Cytoplasm

Cytoplasm

Endoplasmicreticulum

Endoplasmicreticulum

Mitochondrion

Vacuole

NucleusVacuole

Chloroplast

Mitochondrion

Cell wall

Cell membrane

Nucleus

A cell is the basic unit of life. Your body has billions of cells. They have different functions. They havedifferent sizes and shapes, too. Almost all of them are too small to be seen without a microscope.

All living things are made up of cells. Plant and animal cells are similar in design. For example, theyboth have cell membranes, cytoplasm, and cell parts (organelles).

Organelles are structures that float in the cytoplasm of cells. Each kind of organelle has its own jobto do.

The nucleus controls the activities of the cell. The cell depends on it for growth and reproduction.Mitochondria change food into forms of energy that a cell can use.

Plant cells produce their own food in chloroplasts. Vacuoles act as temporary storage sites of materials,and they are much larger in plant cells than in animal cells.

Plant cells have cell walls. Animal cells do not have cell walls.

Cell Membrane

Cytoplasm

Plant CellCell Part

✔

✔

Animal Cell

✔

✔

Directions: Complete the chart by filling in the name of the cell part from the text or the celldiagrams shown above. Use check marks to indicate whether the cell part is present in a plantcell, animal cell, or in both types of cells.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Science ß Activity 1


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Antarctic Food WebPurpose Students examine the effect of warm temperatures on the Antarctic food web.

Objective 19: Science Inquiry Objective 21: Life ScienceThinking Skills: Analyze Information; Evaluate Outcomes; Generate Ideas

Description Students are given a chart of an Antarctic food web. They are askedto predict what happens to other organisms in the food web when achange in the krill population occurs.

Materials colored pens

Directions

1. Getting Started Hand out copies of the worksheet. Explain to studentsthat a food web is made up of a number of food chains in an ecosystem.On the board, construct two food chains using organisms shown in the Antarctic food web.(Two possible food chains are as follows: 1) bacteria ➔ microzooplankton ➔ krill ➔ baleenwhales; 2) phytoplankton ➔ small fish and squid ➔ large fish ➔ toothed whales.) Explain thatthe arrows represent the feeding relationships in the food web. Have students use colored pensto trace along the arrows on their worksheets the food chains shown on the board.

2. Understanding Facts Tell students that in waters around the Antarctic, algae (labeledphytoplankton on the chart) thrive just below the surface of the ice. Mention that in recentyears, temperatures have been warmer, causing some of the ice to melt. This change intemperature has reduced the population of algae, which has interfered with the populationgrowth of the krill.

3. Small Group Activity Divide students into small groups and have them discuss thefollowing question:w How would a decrease in the number of krill in the ocean affect the different populations of the

food web?

Have students share their answers with the class. (Answers must be justified by tracing therelationships along food chains on the web. Students may note correctly that it is hard topredict what will happen to the emperor penguins and the consumers on the right side ofthe web since the decline in krill causes an increase in the microzooplankton.)

4. Conclude Activity Have students identify producers and primary, secondary, and tertiaryconsumers in the Antarctic food web.

Variation

Have students make a list of probable outcomes if the krill population were to increasedramatically. (An increase in krill could lead to an increase in Adélie penguins, crabeaterseals, leopard seals, baleen whales, and possibly, toothed whales.)

2ACTIVITY

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Antarctic Food Web–Worksheet

Microzooplankton

Baleen whales

Antarctic Food Web

Macrozooplankton

Phytoplankton

MicrophytoplanktonBacteria

Krill

Small fish and squidEmperor penguins

Weddell and Ross sealsAdélie penguins

Large fishCrabeater seals

Toothed whalesLeopard seals



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At Home in the WetlandsPurpose Students will examine the decline in the wetland areas in the United States over a period

of 200 years and determine why the decline threatens the survival of several species ofanimals and plants.Objective 21: Life Science Objective 24: Personal and Social Perspectives in ScienceThinking Skills: Analyze Information; Evaluate Outcomes; Generate Ideas

Description Students study two maps of the United States tocompare the percentage of wetlands in the 1780sand 1980s. They will discuss the reasons for wetlandloss and investigate the characteristics of several speciesof animals and plants that make it difficult for theseorganisms to adapt to human destruction of wetlands.

Materials Internet access

Directions

1. Getting Started Review with students the different kinds of wetlands: seashore, swamp,saltwater marsh, freshwater marsh, bog, pond and lake, and river and stream. Hand out copiesof the worksheet. Tell students that the maps show the percentage of area by state that wasmade up of wetlands during two different time periods, the 1780s and the 1980s. (Explain thatstate boundaries are shown on the 1780s map even though most of the states shown did notexist then.)

2. Look and Ask With students, look at the 1780s map. Ask students the following question:w Which states had the highest percentage of wetlands? (The areas that are now Florida and Louisiana

had the highest percentage of wetlands because they are near the coast and have a lot of low-lyingland that gets flooded.)

Explain that the West had less wetland area than the East because wetland areas are regionsof high rainfall and flat land.

3. Look and Compare Divide the class into small groups. Have students look at the 1980s mapand the 1780s map. Have students list the states with more than 5% wetlands in the 1780s andthe 1980s.

4. Conclude Activity Have students brainstorm the reasons for the decline of wetland areasin the United States over 200 years. (Some reasons are agriculture, urbanization, rivercontainment, road building, water diversion, dams, and hydroelectric projects.)

Variation

Have small groups of students choose a type of wetland habitat and make a food web ofthat region. Have each group do research on the Internet about which species in the foodwebs have become endangered by the loss of wetlands. Have the students share theirfindings with the rest of the class.

3ACTIVITY

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At Home in the Wetlands–Worksheet

Wetland Losses in the United States

1 to 55 to 1212 to 2525 to 5050 to 55

WETLANDPERCENT KEY

Wetland Distribution 1780s

Wetland Distribution 1980s

FL

NM

DEMD

TX

OK

KS

SD

NE

NDMT

WY

COUT

ID

AZ

NV

WA

CA

OR

KY

ME

NY

PAMI

VTNH

MA

RICT

VAWV

OHINIL

NCTN

ALMSLA

MO

IA

MN

WI

NJ

GA

HI

AK

AR SC

FL

NM

DEMD

TX

OK

KS

SD

NE

NDMT

WY

COUT

ID

AZ

NV

WA

CA

OR

KY

ME

NY

PAMI

VTNH

MA

RICT

VAWV

OHINIL

TNSC

ALMS

AR

LA

MO

IA

MN

WI

NJ

GA

HI

AK

NC



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Ice, Water, SteamPurpose Students will observe and/or participate in a demonstration

of temperature effects on states of matter.Objective 20: Physical Science Thinking Skills: Analyze Information; Evaluate Outcomes

Description The teacher and students observe and describe how heat changes the states of matter of water.(This activity can be done with or without direct student participation. If students don’t haveindividual workstations, they can do the activity in small groups.)

Materials ice cubes, beaker, a gas burner, thermometer with clip, safety glasses, hot pad, tripodor beaker clamps

Directions

1. Getting Started Review the fact that on Earth there are three states of matter: solid, liquid,and gas. Explain that heat makes the molecules in a substance move faster and, sometimes,move farther apart. As the molecules move faster, they gain kinetic energy, which acts againsttheir attraction for each other. If the molecules of a solid gain enough kinetic energy, they willbreak free from their fixed positions and the material will become a liquid. With still morekinetic energy, the molecules will move very far apart and the substance will become a gas.

2. Worksheet Hand out copies of the worksheet. On the board, create a replica of theworksheet chart. Place some crushed ice in a clear glass container, such as a flask or beaker.Use a thermometer to measure the temperature of the ice, and record the temperature on thechart. (Be sure to use a kitchen-type thermometer that registers at least 212°F, the boiling pointof water.)

3. Look and Measure Heat the container of ice over the flame. Measure the temperature onceevery minute until the water is boiling and for three minutes thereafter. Record the values onthe board. Have the students record the values for the time and temperature in the chart. Ateach measurement, students should also record the state of the water (ice, ice water, water,boiling water).

4. Conclude Activity Ask students the following question:w Why does the water temperature stay the same even though the state of the water is changing

states? (The heat energy is being used to increase the energy of the water molecules so they canmove more freely and change state, from solid to liquid or liquid to gas.)

Variation

Point out that during the experiment, water vapor (steam) escaped from the water asbubbles, which burst at the surface, and then some of this water vapor condensed on theupper sides of the container. Ask students the following question:w Why does the water vapor condense on the sides of the container? (Some of the steam condenses

on the upper sides of the container because that part of the container is cooler. When the watertemperature drops below the boiling point, the gas turns back into liquid water.)

4ACTIVITY

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Ice, Water, Steam–Worksheet

Water Temperature ChartDirections: Use the chart to record the time of the temperature measurements, the temperatureof the water, and a brief description of the state of the water.


Time of TemperatureMeasurement

Description of the State of the Water(ice, ice water, water, boiling water)

Temperature(ºF)


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Falling, FallingPurpose Students will form hypotheses about falling objects.

Objective 19: Science Inquiry Objective 20: Physical ScienceThinking Skills: Organize Information; Analyze Information;Evaluate Outcomes; Generate Ideas

Description Using a playground jungle gym (or another playground structure),students observe objects that are dropped and make hypotheses about falling objects.

Materials playground jungle gym, step ladder, or desk; scale, pencil, rock, small rubber ball,quarter, eraser, paper

Directions

1. Getting Started Explain to students that they will be observing pairs of falling objectsafter making predictions about which object will hit the ground first. Hand out copies of theworksheet and divide students into small groups. Have students in each group determine themass of each object in grams and record their measurements in the Prediction Chart on theworksheet.

2. Predict and Measure Have students predict which object in each of these pairs will hit theground first when dropped: pencil/rock, ball/quarter, eraser/rock. Have students record theirpredictions in the Prediction Chart.

3. Group Activity Climb to the top of the playground structure and release one pair of objectssimultaneously. Have several students act as spotters to observe which object hits the groundfirst. The results should be recorded in the Results Chart.

4. Explain Results Have each group analyze and try to explain the results they recordedin the Results Chart.

5. Conclude Activity Repeat the experiment, this time using any one of the objects and asheet of paper. Have students choose an object and predict which will fall first, the object orthe sheet of paper. Simultaneously drop the paper and the object they chose. Ask students toexplain why the sheet of paper takes longer to fall. (Answers will vary, but should include theidea that the paper has more surface area than the other objects, so it encounters more airresistance and therefore takes longer to fall to the ground.)

Variation

Basic Review the data from all the groups to clarify the fact that objects with greatermass do not always fall faster.

Advanced Ask students the following questions:w What would happen if you repeated the experiment on the moon? Why? (The moon has

a weaker gravitational force than Earth, so the objects would fall more slowly. Also, since thereis no atmosphere—and no air resistance—on the moon, all objects would reach the surface atthe same time.)

5ACTIVITY

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Falling, Falling–Worksheet

Directions: Record the mass of each object in both charts. Then use the first chart to predictwhich object will hit the ground first. Use the second chart to record which object actually hitsthe ground first.

Pair 1

Which object will hit the ground first?MassObject

Pair 2

Pair 3

Pencil

Rock

Ball

Quarter

Eraser

Rock

Write your group’s explanation of the results on the lines below.

Prediction Chart

Results Chart


Pair 1

Which object actually hits the ground first?MassObject

Pair 2

Pair 3

Pencil

Rock

Ball

Quarter

Eraser

Rock


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Up In a SwingPurpose Students will learn how changes in variables affect the movement of a playground swing.

Objective 20: Physical Science Objective 23: Science and TechnologyThinking Skills: Gather Information; Analyze Information; Evaluate Outcomes

Description Students make hypotheses about what controls the movement of aplayground swing.

Materials playground with swings of different lengths of rope or chain,stopwatch

Directions

1. Getting Started Hand out copies of the worksheet. Draw adiagram of a pendulum similar to the one shown below, and useit to explain how a swing works. Tell students that a swing is apendulum. It consists of a rope or chain connected to a fixed point (the crossbar),with an object (the seat) attached to its other end. Explain that the term period, withregard to a swing, refers to the time it takes for one complete cycle of movement.

2. Explain Facts Tell students that in the motion of a swing, as in any other pendulum, anenergy conversion takes place. At the highest points in the movement, all the energy ispotential. The movement momentarily stops. During the path of motion, the potential energyis converted into kinetic energy. When the swing is at its lowest position and moving fastest,all the energy is kinetic.

3. Look and Measure Take students to a playground with swings that have different lengthsof rope or chain. (Students should bring their worksheets.) Have one student get on a swingand start swinging. On the third or fourth pass after starting the swinging motion, begin takingtiming measurements. (This will allow enough time for the student to get the swing movingat an adequate pace.) Determine the period of the swing by timing a number of consecutiveperiods and then calculating the average for one period. Have students think about whatdetermines the time it takes for a swing to go through a complete cycle (the period). Askstudents to choose from these factors:w the weight of the person on the swingw the length of the chain or ropew how high the person swings

(Students may have different theories, but only the length of the rope or chain connectingthe seat to the crossbar determines the swing’s period. As the length of the rope increases,the time of the period will increase.)

4. Small Group Activity Divide students into small groups. Have them test their predictionsabout what determines the period. Have each group do all three experiments on theworksheet. Tell them to record their results on their worksheets.

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5. Conclude Activity Review the predictions and results regarding the influence of the size(weight) of the person and the height of the path of motion. Only the length of the ropeor chain influences the time of the period. Ask students the following questions:w Why doesn’t a swing keep swinging by itself after you start its movement?

(The swing will not continue to move indefinitely because both the mechanical friction betweenthe parts of the swing and the air resistance slow the motion of the swing until it stops.)w How can you increase the time a swing moves by itself? (Lubricating the area where the rope or

chain meets the crossbar, and anything that would decrease air resistance, will help to increase thelength of time the swing will move by itself.)

Variation

Basic Discuss the concept of conservation of energy. (Total energy—kinetic pluspotential—stays the same.)

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Up In a Swing–Worksheet

Experiment 1Prediction: The weight of the person on the swing affects the period.Measure—periods of a swing for people of different weightsHold Constant—length of chain or rope and height of swing at start of period

HeavierPerson

Average Time for OnePeriod (seconds/period)

Total Time for Periods(seconds)

Number of Periods

LighterPerson

Experiment 2Prediction: The length of the rope or chain on the swing affects the period.Measure—periods of swings with different lengths of chain or ropeHold Constant—weight of person on swing and height of swing at start of period

Experiment 3Prediction: How high a person swings affects the period.Measure—periods of a swing for two different starting heightsHold Constant—length of chain or rope and weight of person on swing

Activity 6 ß Science

LongerChain/Rope



Number of Periods

ShorterChain/Rope



Number of Periods

HigherStarting Point

LowerStarting Point


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The Ground Beneath Your FeetPurpose Students will demonstrate their understanding of the connection between Earth’s

tectonic plates, volcanoes, and earthquakes.Objective 22: Earth and Space Science Objective 23: Science and TechnologyThinking Skills: Analyze Information; Generate Ideas

Description Students are shown the distributions of Earth’s tectonic plates,earthquake sites, and volcanoes. They will use the informationto see the correlation between seismic activity on Earth andthe plate boundaries.

Directions

1. Getting Started Hand out copies of Worksheets 1 and 2.

2. Explain Introduce students to the Tectonic Plates map on Worksheet 1. Explain that Earth’ssurface is broken into seven large plates and a number of smaller plates that are alwaysmoving at an average of a few inches per year. Some plates are moving toward each otherand colliding. Point out the Nazca Plate and the South American Plate. Some plates are movingapart. Point out the line that runs down the middle of the North Atlantic Ocean throughIceland, dividing the North American Plate from the Eurasian Plate. Some plates are movinghorizontally past each other. Point out the boundary of the North American Plate and thePacific Plate in California. Give students a few minutes to familiarize themselves with the map.

3. Look and Compare Now direct the students’ attention to the map of earthquakes andvolcanoes. Ask the students if they see any similarities between the Tectonic Plates map andthe Earthquakes and Volcanoes map on Worksheet 2. (The locations with the most activevolcanoes are often along or near plate boundaries.)

4. Explain Discuss with students the fact that the movements of tectonic plates are associatedwith earthquakes and volcanoes. (The locations where earthquakes occur most frequently arealso along or near plate boundaries.)

5. Conclude Activity Ask students the following question:w Considering the locations of both volcanoes and earthquakes, which areas seem to be among the

most dangerous on Earth? (The most dangerous areas on Earth are located in Chile, Colombia,Ecuador, Indonesia, Italy, Japan, Mexico, and the Philippines.)

Variation

Basic Review with students the fact that Earth is composed of several layers: crust, mantle,outer core, and inner core. Review the composition and relative thickness of each layer.

Advanced Have students research which tectonic plates—other than the examples given—fall into which category: moving toward, moving away, and moving past. Have students findthe scientific names for each.

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The Ground Beneath Your Feet–Worksheet 1

TECTONIC PLATES

PacificPlate

CocosPlate

NazcaPlate

ScotiaPlate

CaribbeanPlate

AntarcticPlate

EurasianPlate

AustralianPlate

IndianPlate

AfricanPlate

ArabianPlate

AntarcticPlate

NorthAmerican

Plate

SouthAmerican

Plate

PacificPlate

PhilippinePlate

NorthAmerican

Plate

Activity 7 ß Science

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The Ground Beneath Your Feet–Worksheet 2

KEY

EARTHQUAKES AND VOLCANOES

Areas of volcanic activity(in last million years)

Earthquake regions



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Warm and WarmerPurpose Students will explore differences in average global temperatures.

Objective 22: Earth and Space ScienceObjective 24: Personal and Social Perspectives in ScienceThinking Skills: Analyze Information; Generate Ideas

Description With global temperature data of the decades from 1880 to 2000, students constructa line graph showing average global temperatures and then discuss the predictionsfor global warming and the reasons air pollution is thought to be its primary cause.

Materials rulers, pencils, access to the Internet, a printer

Directions

1. Getting Started Hand out copies of the worksheet. Have students use the graph templateand the data on the worksheet to create a line graph. If necessary, help students graph thefirst two or three points.

2. Discussion Ask students the following question:w What trend do you see in average global temperatures from 1880 to 2000? (The temperatures show

a pattern of increase and decrease with an overall slight upward trend.)

3. Ask and Explain Ask students the following question:w What may be causing the trend toward an increase in the global temperature?

Write students’ responses on the board. Then explain that some scientists believe the trendis related to an increase in greenhouse gases in the atmosphere.

4. Explain Explain to students that some scientists think man-made sources of greenhousegases are causing a global warming trend, but other scientists disagree. On the board, listthe following greenhouse gases and their sources:w Carbon dioxide—fossil fuel combustion, deforestationw Methane—coal mining, natural gas systems, intestinal fermentationw Nitrous oxide—agricultural soil management practices

Explain to students that Earth naturally absorbs radiation from the sun and then sends it backinto space. When the atmosphere is dense with greenhouse gases, less radiation can escapeinto space. Therefore, Earth’s atmosphere gets warmer.

5. Conclude Activity Ask students to find articles on the Internet which argue for or againstthe involvement of greenhouse gases in global warming.

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Warm and Warmer–Worksheet

Average Global Temperatures (°F)

1960–69 57.05

1970–79 57.04

1980–89 57.36

1990–99 57.64

1880–89 56.65

1890–99 56.64

1900–09 56.52

1910–19 56.57

57.75

57.50

57.25

57.00

56.75

56.50 1880–89

1890–99

1900–09

1910–19

1920–29

1930–39

1940–49

1950–59

1960–69

1970–79

1980–89

1990–99

10-Year Ranges

Tem

per

atu

re (

°F)

AVERAGE GLOBAL TEMPERATURES (°F)


1920–29 56.74

1930–39 57.00

1940–49 57.13

1950–59 57.06

Part 7 Teaching Activities—Social Studies 7.95C

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Social Studies Teaching Activities


1 Tropical Rain Forest Regions 26 Geographic Perspectives X 7.96

2 Traveling on Route 66 26 Geographic Perspectives X 7.100

3 Some Ancient Chinese Inventions 27 Historical and Cultural Perspectives X 7.103

4 Life in the Middle Ages 27 Historical and Cultural Perspectives X 7.105

5 Shell Beach Budget 28 Civics and Government Perspectives X 7.108

6 Working on World Problems 28 Civics and Government Perspectives X 7.111

7 Consumer Protection 29 Economic Perspectives X 7.115

8 The World Car 29 Economic Perspectives X 7.118


7.96 Part 7 Teaching Activities—Social Studies

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1ACTIVITY

Tropical Rain Forest RegionsPurpose Students use map skills and a climate graph to interpret geographic information.

Objective 26: Geographic PerspectivesThinking Skills: Organize Information; Analyze Information

Description Students create a map key, use lines of latitude and longitude to determine the locationof various rain forest animals, and use a climate graph to analyze the climate of rainforest regions.

Directions

1. Getting Started Distribute copies of Worksheet 1. Explain to students that they will be usinglines of latitude and longitude to determine the locations of some rain forest regions wherevarious animals live.

2. Review and Practice Review with students the location of the equator and the prime meridian,and how to use lines of latitude and longitude to locate various places. Ask students to look atthe map on Worksheet 1 to determine where most tropical rain forest regions are located(between 23.5° north latitude and 23.5° south latitude). On the board, write the locations listedbelow. Have students practice finding these places on the worksheet map while volunteerslocate the places on a classroom wall map. Practice with other locations as necessary.w 5° south latitude, 60° west longitude (South America)w 0° latitude, 15° east longitude (Africa)w 20° south latitude, 140° east longitude (Australia)w 40° north latitude, 105° west longitude (United States)

3. Map Work Divide students into pairs or small groups. Give a copy of Worksheet 2 to eachstudent. Students will work on their own maps, but they may wish to consult with other groupmembers. Review the directions on the worksheet with students to make sure they understandwhat they are to do. When students have completed the activity, have them demonstrate wherethey placed the symbol for each animal on the map.

4. Conclude Activity Give a copy of Worksheet 3 to each student. Help students analyze theclimograph for Singapore on Worksheet 3. Point out that a climograph provides informationabout rainfall and temperature (e.g., the line graph represents temperature and the bar graphrepresents rainfall). Have students complete the worksheet. Then discuss students’ answers asa class.

Variation

Basic Review the method of locating places using lines of latitude and longitude. Havestudents give the latitude and longitude of a place while others guess its location.

Advanced Have students research the various types of information that can be gainedby studying climographs. For example, information from climographs can be used todetermine locations for various industries (science, agriculture, agribusiness, conservationmethods, etc.)

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0˚

15˚N

30˚N

45˚N

60˚N

75˚N

15˚S

30˚S

45˚S

60˚S

75˚S

0˚

15˚N30

˚N

45˚N

60˚N

75˚N

15˚S

30˚S

45˚S

60˚S

75˚S

15˚W

30˚W

45˚W

60˚W

90˚W

75˚W

105˚

W12

0˚W

135˚

W15

0˚W

165˚

W15

˚E30

˚E45

˚E60

˚E90

˚E75

˚E10

5˚E

120˚

E13

5˚E

150˚

E16

5˚E

Tro

pic

al R

ain

Fo

rest

Reg

ion

s –

Wo

rksh

eet

1

Nam

e __

____

____

____

____

____

____

____

____

____

____

____

Euro

pe

Asi

aN

ort

hA

mer

ica

Afr

ica

Au

stra

liaSo

uth

A

mer

ica

0˚

Sin

gap

ore

Sin

gap

ore

Sin

gap

ore

Equ

ato

r

Tro

pic

of

Can

cer

Prime Meridian

Tro

pic

of

Cap

rico

rn

N S

WE

Ani

mal

Sym

bol

Oka

pi

O

Emer

ald

Tree

Boa

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KEY

Social Studies ß Activity 1

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Tropical Rain Forest Regions–Worksheet 2

Directions: Use the directions and the information below to complete the rain forestregions map. (Worksheet 1)

w Find each animal’s location on the map by using the lines of latitude and longitudegiven in the chart below.

w Look at the letter symbol for each animal on Worksheet 1. Write the symbol for eachanimal in its correct location on the map. (Where space is limited, draw the symbolin the ocean and draw a line to its location.)

w When you have placed the symbol for each animal in its correct location, study theclimograph on Worksheet 3.

Activity 1 ß Social Studies

Location of Rain Forest Where Animal LivesRain Forest Animal

Okapi 0° latitude, 20° east longitude

Emerald Tree Boa 5° south latitude, 60° west longitude

Binturong 0° latitude, 100° east longitude

Quetzal 15° north latitude, 90° west longitude

Okapi Emerald Tree Boa Binturong Quetzal

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Tropical Rain Forest Regions–Worksheet 3

Directions: The climograph below shows the average rainfall and temperature for thecity of Singapore. Study the climograph below, then answer the questions.

JanFeb

Mar

AprM

ayJun

JulAug

SepOct

NovDec

20

16

12

8

4

0

86

68

50

32

14

0

Month

Climograph for the City of Singapore

Rai

nfa

ll(i

n in

ches

)

Tem

per

atu

re(F

ahre

nh

eit)

Temperature

Rainfall

KEY


1 What information can be gained by studying the average temperature patternover a year?

2 What information can be gained from analyzing the average rainfall pattern overa year?

3 What conclusions can be made about the climate of rain forest regions after studyingthe climograph of Singapore?


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ACTIVITY

Traveling on Route 66Purpose Students use a map and a time line of events related to Route 66

to understand the changes in travel between the Midwest and thePacific Ocean since the 1920s.Objective 26: Geographic PerspectivesThinking Skills: Organize Information; Analyze Information

Description Students study a time line of Route 66 and draw the route on a map.They learn what travel changes took place in the western United Statesand discuss the effects of these changes.

Materials detailed political map of the United States

Directions

1. Getting Started Explain to students that before the 1920s, a limited number of tracks, trails,and paths were used to travel from the Midwest to the Pacific Ocean. Roads in all parts of thecountry were built gradually and according to need. Early car travelers had few good maps,few services along roads, many unpaved roads, rough terrain, and lack of shelter from badweather. Route 66 changed all that.

2. Worksheet 1 Distribute copies of Worksheet 1. Have students take turns reading the timeline. Discuss any unfamiliar vocabulary or ideas. Ask students the following questions basedon the time line information:w In your opinion, why did Cyrus Stevens Avery think that the development of Route 66 would help

the local economies? (Travelers and workers would bring in more business.)w Why did the towns along Route 66 become “ghost towns” in the 1960s, 1970s, and 1980s?

(Interstate highways were built.)w What businesses along Route 66 were especially affected when their towns were bypassed by the

interstate highways? (gas stations, restaurants, etc.)

3. Worksheet 2 Distribute copies of Worksheet 2. Review the directions with the students andhave them complete the map work. Students will need a detailed map of the United States inorder to locate the cities. As an alternative, you may skip this part of the activity and simplypoint out to students the location of old Route 66. (The route is shown in the Answers toStudent Worksheets section for this activity.)

4. Conclude Activity Tell students that many people have worked to preserve Route 66as a national historic route. Ask students the following questions:w Why is it important for certain historic places to be preserved? (preserving part of our history,

understanding the past)w What are some of this country’s national monuments? (Washington Monument, Vietnam War

Memorial)

Variation

Basic Have students create a wall-sized map of Route 66. Have them find photographicimages of towns along Route 66 as they appeared before 1985. (Sources might includebooks, articles, travel brochures, postcards, and Internet sites.) Students may also drawpictures symbolic of the states and cities that are intersected by Route 66. Display pictureson the map of Route 66.

Advanced Have students find books or Internet sites about Route 66. Have studentsresearch towns along Route 66 as they are today.

2

USUS

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Thousands of migrants head toward California along Route 66 from the “Dust Bowl,“ an area in the Midwest struck by drought and crop failure.

Route 66 is completely paved from Chicago to Los Angeles.

After World War II ends in 1945 and gas restrictions are lifted, Americans are back on the road, in record numbers.

Advances in cars and the number of cars on the road make Route 66 seem narrow and dangerous. The Interstate Highway Act develops an interstate highway system with several lanes.

Route 66 is popular enough to become the subject of a television series.

All of Route 66 is replaced by Interstates I-55, I-I44, I-40, I-15 and I-10. The new roads bypass all the towns along the old route.

Many Americans rally to the memory of Route 66, asking that it become a historic monument preserved by the National Parks Administration.

Route 66 is created by an Oklahoma businessman, Cyrus Stevens Avery, who has the idea of building a road that joins the Midwest and the Pacific regions, and helps the local economy at the same time.

Route 66 Time Line

1926

1934

1938

1945

1956

1960s

1960s to 1985

1985 to present

Traveling on Route 66–Worksheet 1


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Chicago

Texas

New Mexico

ArizonaOklahoma

Kansas

Missouri

Illinois

California

Los Angeles

Traveling on Route 66–Worksheet 2

Directions: Listed below are some towns and cities that Route 66 passed through.To trace Route 66 on the map, first locate and label the cities using the numbers listedin the chart below. Then, draw a line connecting the route from Chicago to Los Angeles.


Chicago, Illinois

1 Bloomington, Illinois

2 St. Louis, Missouri

3 Springfield, Missouri

4 Joplin, Missouri

5 Galena, Kansas

6 Tulsa, Oklahoma

7 Clinton, Oklahoma

8 Amarillo, Texas

9 Albuquerque, New Mexico

10 Gallup, New Mexico

11 Flagstaff, Arizona

12 Kingman, Arizona

13 Barstow, California

14 San Bernardino, California


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3ACTIVITY

Some Ancient Chinese InventionsPurpose Students study a chart and evaluate the importance of some ancient Chinese inventions.

Objective 27: Historical and Cultural Perspectives Thinking Skill: Generate Ideas

Description Students fill in a chart to describe the importance of some ancient Chinese inventions and theireffects on people’s lives. They also explain how some inventions became known in other partsof the world.

Directions

1. Getting Started Tell students that some inventions are the result of work done by oneperson, while other inventions are the result of work done simultaneously by people indifferent parts of the world at similar times in history. Often, inventions are perfected as moreknowledge is gained. Explain to students that the focus of their work today is on someinventions from ancient China.

2. Group Work Divide students into pairs or small groups. Give each group a copy of theworksheet. Review the directions with the students and have them complete the worksheet.

3. Discuss Have students share the ideas they listed on their worksheets. List the students’responses on the board.

4. Conclude Activity Ask students the following questions:w How has the invention been changed or improved since it was first created?w How might life be different without this invention?

Variation

Basic Have students work in pairs. Ask them to list six other inventions that havechanged the world. Ask them to research the origin of these inventions. Have them createa chart such as the one on the worksheet and fill in the information.

Advanced Have students select one invention each from any two of the followingcategories: transportation, communication, agriculture, science, or household appliances.Have students explain what effects these two inventions have had on society.

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Some Ancient Chinese Inventions–Worksheet

Directions: Discuss with your group the importance of each invention and how it has changedpeople’s lives. Write brief answers in the boxes on this chart.


Horse collarAllowed horsesto haul heavier loads

WheelbarrowDesigned totransport heavy loads

PaperMade from hemp,bark, or bamboo fibers

Earthquake DetectorCould detect andindicate the directionof an earthquake

GunpowderUsed to makefireworks andweapons

Magnetic CompassAn instrument usedto show magnetic north

400 B.C.

220 B.C.–A.D. 265

A.D. 105

A.D. 130

A.D. 700

A.D. 1000

Importance/How ItChanged People's Lives

Year of Inventionor UseInvention


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4ACTIVITY

Life in the Middle AgesPurpose Students compare daily life in the Middle Ages with daily life today.

Objective 27: Historical and Cultural Perspectives Thinking Skill: Organize Information

Description Students read excerpts from a journal written by a fictional character living in amedieval city. They use information in the journal to complete a chart comparingthat era with modern times.

Directions

1. Getting Started Tell students that they will read some excerpts from a journal written by afictional character living in a French city in the year 1250.

2. Read Aloud Distribute copies of Worksheet 1. Remind students that in thirteenth-centuryFrance, a person of this fictional character’s social standing would probably not have knownhow to read or write. Have students take turns reading the journal excerpts aloud. Tellstudents to keep in mind the differences between life in the 13th century and life today.

3. Group Work Divide students into groups of two or three. Give each group one copy ofWorksheet 2, and review the directions with the class. Have each group complete the chart.

4. Discuss and Role-Play Discuss student answers. Students could give their answers in thefirst person by role-playing. For example, for the first category, one student would describewhat home heating was like in the thirteenth century; the second student would then describewhat types of home heating there are today.

5. Conclude Activity Ask students the following questions:w What would you have liked about living in thirteenth-century France? Why?w What would you have disliked? Why?

Variation

Basic Have students make a list of things that people use in everyday life today, such aselectronic equipment, motor vehicles, medicine, prepared foods, ready-built furniture, andother items that were nonexistent in the thirteenth century.

Advanced Have students research daily life in France (such as during the time ofLouis XIV), and have them create a chart, similar to Worksheet 2, that describes certainaspects of this era.

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Life in the Middle Ages–Worksheet 1

Sunday 24 AprilIt was just after the new year that I came to work as a servant to theLombard family. My life is my work, and work is tiring. But it is not so awfulas it could be. The Lombard family is well off, so the fires are always lit in thehearths and the lower floors are warm. My attic bedroom, however, is coldand the scratchy straw mattress I sleep on does not keep me warm. But, foodis plentiful. I wish I could send some home to my little sister, Jeanne.

Today is Sunday, so I have less work than usual. Everyone must go to churchin the morning, even servants like me. I confess, I watch with envy as thefamily kneels on soft stools while we must kneel on the hard floor. The serviceis in Latin, of which I understand only a few words, and it goes on for hours.After church, I am not expected to do any household chores except help withthe dinner. This evening, I was fortunate. I was able to stand in a corner nearthe stairway and listen to sweet music being played in one of the rooms.

Monday 25 AprilToday, we went to the market, as Anne, the cook, and I do every day exceptSunday. This morning we stopped at the butcher shop for meat, the pastryshop for sweet wafers, and the spice shop for vinegar and salt. We boughtbread from the bakery, and onions and cheese from the street peddlers.I suppose it is the best part of my work. Everyone knows everyone else, andwe hear all the gossip about our neighbors as we go from shop to shop.

We also stopped at the apothecary.* Madame suffers from headache,backache, and dizziness. We purchased several kinds of powder that theapothecary has prescribed to help her feel better.

Tuesday 26 AprilAnne has a new kitchen maid, so I no longer have to help with mealpreparation. Anne does her best to keep the kitchen clean, but everythingseems so dirty and dangerous.

We servants eat after the family and their guests. Today it was leek soup andgrilled rabbit.

Today was laundry day. Madeleine and I had to wash everything by handwith a smelly soap that burns my hands. Because I am stronger than she is,I have to cart all the water myself, and heat it in the fireplace.

*apothecary – someone who prepares and sells medicines

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Life in the Middle Ages–Worksheet 2

Directions: Use the journal excerpts and your own knowledge to complete the chart.Use details comparing life in thirteenth-century France and life in the United States today.


Aspect of Life

Home Heating

Shopping for Food

Laundry

Religion

Health andMedicine

13th-Century France United States Today

Life in the Middle Ages


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Shell Beach BudgetPurpose Students interpret a circle graph representing a city budget, take sides on certain issues, and

explain how citizens can help influence city officials.Objective 28: Civics and Government PerspectivesThinking Skills: Organize Information; Evaluate Outcomes

Description Students study a circle graph and decide what part of a city’s budget would be affected byvarious proposals. Then they list arguments for or against certain proposals and describe waysin which citizens can help influence voters and city officials.

Directions

1. Getting Started Tell students they will be acting as residents of the fictional city of ShellBeach, a popular tourist destination. Give each student a copy of Worksheet 1. Then dividestudents into groups of three to five.

2. Worksheet 1 Explain that the circle graph shows this year’s city budget and the portions thatwere given to different departments and services. Point out that much of the budget moneycomes from taxes and the graph shows how those tax dollars are spent. Ask students to studythe graph and the proposals, and to write down which part of the budget each proposalwould affect. Discuss student answers with the class.

3. Worksheet 2 Give each group a copy of Worksheet 2. Go over the upcoming proposalswith the class. Assign Proposal 1 to two groups. One group will list arguments in favor of theproposal, and the other group will list arguments against that proposal. Repeat this processwith Proposals 2 and 3. Remind students that they will be acting as residents of Shell Beachand that their proposals will affect the city’s budget.

4. Group Presentations Have groups present their arguments for or against each proposal.Hold a class discussion based on their arguments. Then take a class vote to see whether eachproposal should be approved or rejected.

5. Conclude Activity Ask students the following question:w What are some examples of ways in which citizens can help influence voters and city officials to

support or oppose proposals that will affect a city’s budget? (expressing views directly to individualsand groups, circulating petitions, organizing supporters)

Variation

Basic Have students discuss the importance of city services in their community andwhich services they think are the most important.

Advanced Have students research important issues confronting their city today. Then,have students act as city council members by proposing actions on these issues, andvoting for or against their funding.

5ACTIVITY

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Community Development and Capital Improvements(affordable housing, neighborhoodimprovement, city buildingprojects, etc.)

Public Safety

Public Works(sewer, streets, building maintenance, etc.)

Culture and Leisure Services

Other

Health

Transportation

General Government(city officials, managers,legal services, etc.)

Shell Beach Budget – Departments and Services

Shell Beach Budget–Worksheet 1

Directions: Study the graph and the proposals listed below. In the box next to each proposal,indicate the part of the budget that would be most affected if the proposal were approved.

1 Resurface city streets

2 Increase city bus service to outlying areas

3 Hire an assistant city manager

4 Create a special task force to prepare for potential disasters

5 Hire a children’s librarian and extend library hours

6 Expand the city hall building

Part of Budget Affected

Budget Proposals for Shell Beach

Proposals Before the City Council

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Shell Beach Budget–Worksheet 2

Directions: Groups will be assigned to write arguments for or against one of the followingproposals. In your group, discuss the proposal you have been assigned. On the lines below,write arguments stating the reasons your group supports or opposes that proposal. Then, inyour roles as residents of Shell Beach, be prepared to argue your case before the class.

Shell Beach City Council Agenda: Upcoming Proposals


Proposal #1

Turn the downtown area of Shell Beach into a pedestrian mall by closing the street to trafficand building a parking structure nearby.

Proposal #2

Develop a free trolley system that will take tourists from hotels to points of interestthroughout the city.

Proposal #3

Allow a fifteen-story hotel to be built, replacing several older motels along the beachfront.

Proposal # Position: ® For ® Against

Reasons for or against the proposal:

•

•

•

•


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6ACTIVITY

Working on World ProblemsPurpose Students learn about the goals of the United Nations and about the branches that deal with

various world problems.Objective 28: Civics and Government PerspectivesThinking Skills: Gather Information; Organize Information

Description Students list the goals of the United Nations as stated in its charter. They study a diagram ofthe branches of the United Nations and determine which branch would handle certain issues.

Materials dictionaries (optional)

Directions

1. Getting Started Divide students into pairs or small groups. Give a copy of Worksheet 1 toeach group. Review with students the fact that the United Nations was formed in 1945 afterWorld War II.

2. Worksheet 1 Read the Preamble to the United Nations Charter with students. Make surethey understand the goals for each part and the means of attaining them. Make sure studentsunderstand the directions on the worksheet. Have each group describe three goals of thePreamble. (Students may wish to use dictionaries.) As a class, discuss each group’s answers.

3. Worksheet 2 Give a copy of Worksheet 2 (two pages) to each group. Review the diagramon the first page of Worksheet 2 with students and make sure they understand the types ofsituations each branch of the United Nations addresses. Review the worksheet directions andhave each group complete the worksheet. When students have finished, discuss the answersin class. Mention that some branches of the United Nations may have primary responsibility aslisted, but some matters may be brought up directly before the General Assembly. (Any of thesituations listed on Worksheet 2 may be brought up before the General Assembly by amember nation.)

4. Conclude Activity Ask students the following question:w What are some reasons the United Nations is unable to solve many of the problems that exist in

various parts of the world? (lack of cooperation, support, funding)

Variation

Basic Have students discuss and list what might be different in the world today if therewere no organization such as the United Nations.

Advanced Have small groups of students research the League of Nations. Have studentscompare its structure with that of the United Nations. Ask them to state why they thinkthe League of Nations failed.

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Working on World Problems–Worksheet 1

Directions: Read and discuss this portion of the Preamble to the United Nations Charter.Then follow the instructions below.

Preamble to the United Nations Charter

We the peoples of the United Nations determined to save succeeding

generations from the scourge of war, which twice in our lifetime has

brought untold sorrow to mankind, and to reaffirm faith in fundamental

human rights, in the dignity and worth of the human person, in the equal

rights of men and women and of nations large and small, and to establish

conditions under which justice and respect for the obligations arising from

treaties and other sources of international law can be maintained, and to

promote social progress and better standards of life in larger freedom . . .


In your own words, describe three goals stated in the Preamble to the United Nations Charter.

1 Goal:

2 Goal:

3 Goal:

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Working on World Problems–Worksheet 2

Directions: The diagram below outlines the responsibilities of each branch of the United Nations.Study the diagram. Then read Situations 1 through 6 on the following page. For each situation,indicate the branch of the United Nations that would most likely address the problem. Write youranswer on the line under each situation.


Branches of the United Nations

General AssemblyDiscuss and make recommendations on matters covered by the United Nations Charter, such as forming agencies and programs, admitting new member nations, and approving budgets.

Security Council Maintain and restore peace.

SecretariatPerform administrative duties, including organizing international conferences, and surveying social and economic trends.

TrusteeshipPreviously supervised colonial territories’ move to independence. (No longer active in this role.)

Economic and Social CouncilProvide nations in need with social and economic services related to health, human rights, education, and environmental concerns.

International Court of Justice

Hear cases that involve disputes between nations.

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Working on World Problems–Worksheet 2 (continued)


Situation 1

A country accuses another country of fishing in its waters.

Situation 2

Children in a country need to be vaccinated against measles; the country’s government cannotafford to provide the vaccinations.

Situation 3

A country has applied to become a member of the United Nations.

Situation 4

Two countries threaten each other with armed conflict.

Situation 5

A country’s ruling party is denying women their basic human rights.

Situation 6

Member countries want to hold a conference on the role of oil-producing nations in maintainingworldwide economic stability.


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7ACTIVITY

Consumer ProtectionPurpose Students study some consumer protection acts and assess their importance.

Objective 29: Economic Perspectives Thinking Skills: Analyze Information; Generate Ideas

Description Students study the requirements of the consumer protection acts, list examples of consumerproducts that fall under these acts, and explain the importance of the acts.

Directions

1. Getting Started Divide students into groups of two or three. Ask students the followingquestions:w What products have you purchased that carry a label with information or a warning?w What kind of information is given on these labels? (nutritional information, warnings on

flammable materials)

2. Worksheets 1 and 2 Distribute copies of the worksheets to each student. Tell studentsthat the acts listed on Worksheet 1 are federal laws that were passed to provide safety andprotection for the consumer. Have volunteers take turns reading each act. Then have studentscomplete the chart on Worksheet 2. Make sure they understand the directions. An example ofa response has been provided.

3. Discuss Have students volunteer their answers until all laws have been discussed.

4. Conclude Activity Ask students the following question:w What are some responsibilities the consumer has, with regard to consumer protection laws?

(to read instructions and warnings, to use products as directed, and to report problems discoveredafter purchasing products)

Variation

Basic Have students research other consumer protection laws and complete a chartsimilar to the one on the worksheet.

Advanced Have students research the history of some of the acts shown in the chart tofind out when and why they were passed, and what opposition they faced. Also havestudents study any new safety measures that consumer groups would like to see passed.

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Consumer Protection–Worksheet 1


Child Protection and Toy Safety ActRequires that warning labels and possible hazards be clearly displayed on the product and/oron product packaging.

Food, Drug, and Cosmetic ActRequires that food, drug, and cosmetic products be labeled correctly and that the productsbe truthfully advertised. (The act also aims to ensure the effectiveness of certain drugs andcosmetics.)

Federal Hazardous Substances Labeling ActRequires that clear labels be placed on hazardous products: first-aid procedures in case ofaccidents, precautions when using the product, etc.

Fair Packaging and Labeling ActRequires that certain facts be printed clearly on packaged products: net weight of contents,size of one serving, the list of ingredients in order of decreasing weight, etc.

Automobile Information Disclosures ActRequires that automobile manufacturers and retailers label each car with the followinginformation: suggested retail price, the price of additional features, and the total price.

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Consumer Protection–Worksheet 2

Directions: Select three of the federal acts, except for the one shown below, listed on Worksheet 1.Then use the information and your own knowledge to complete the chart by giving an example of aconsumer product that carries product information and telling why the act is important. An exampleis given.

Why the Act Is Important

Example of Consumer Product That Carries Product Information

Act

Child Protection andToy Safety Act

Some toys are labeled forages 3 and up.

Younger children may swallow toys that have small parts.

The act helps parents know which toys are not appropriate for children under the age of 3.



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8ACTIVITY

The World CarPurpose Students locate countries on a world map and create an advertisement for a car made

with parts manufactured in these different countries.Objective 29: Economic PerspectivesThinking Skills: Gather Information; Synthesize Elements

Description Students study a chart showing the countries in which some automobile parts are produced.They locate these countries on a world map and create an advertisement for a “world car.”

Materials blank paper (for students’ advertisements), classroom world map or atlas

Directions

1. Getting Started Ask students the following questions:w Name some automobile parts. (List their responses on the board.)w Do you think all the parts for cars assembled in the United States are made in the United States?

Distribute copies of the worksheet. Review the information in the chart. Explain that althougha car may be assembled in a particular country, the materials that make up its parts, or theparts themselves, may come from other countries. Ask students the following question:w What are some reasons automobiles are made of parts manufactured in other countries?

(lack of certain raw materials, lower cost of labor in other countries)

2. Map Work Review the directions for the map activity. When students have completed themap, have volunteers locate the countries on a classroom map.

3. Create an Advertisement Tell students that many automobile advertisements promote theidea that a car comes from a particular country. Have volunteers give examples. Tell studentsthat they will be creating an advertisement for a “world car,” which is to appear in a magazine,a newspaper, or on television. They will attempt to “sell” the idea of a car made from partsmanufactured in many countries—a car that is truly an example of economic interdependence.On the board, list some criteria for students’ advertisements: (1) include an illustration (2) usepersuasive text (3) appeal to a certain age group and/or income bracket.

4. Conclude Activity Have students share their advertisements with the class. Students mayvote for their favorite ad in each of several categories: best-looking car; most persuasiveadvertisement; advertisement that best conveys the concept of a “world car.”

Variation

Basic Review with students the concept of international trade. Have students researchsome imports and exports of the United States and explain why certain goods areimported or exported.

Advanced Have students study some of the imports and exports of the countries listedin the chart. Have students note whether any of the countries listed rely on the United Statesfor certain products or materials.

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The World Car–Worksheet

Directions: On the world map below, locate and label the countries listed in the chart to showin what parts of the world automobile parts are manufactured. You may use an atlas or worldmap/globe to help you.

The World Car

Product Country Where Product Is Manufactured

Rubber tires Indonesia

Door handles, locks India

Aluminum hubcaps Portugal

Glass windshields and windows Venezuela

Plastic steering wheels France

Leather seat covers Italy

Vinyl dashboards United States


Part 7 Teaching Activities—Answers 7.121C

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Answers to Student Worksheets


Activity 1: Running Faster and Faster

Ancient 776 B.C. The History of RunningTimes Starts Here

Olympics begin.

Middle Ages Athletes competein races at fairs.

Modern Era A.D. 1700 Athletes called“peds” run in races.

1896—ModernOlympics begin.

1900“Interval training”begins. Athletes trainby running 50–100miles per week.

1950Bannister runs firstfour-minute mile.

Present

• Answers will vary, but may include:It is very difficult to run a four-minute mile. Only thetop runners in the world can run a mile in fourminutes or less. I am fast in short races. But I run outof breath easily when I try to run long distances. Idon’t think I would like to go through the training.

Activity 2: Canoe Day• Answers will vary, but may include:

Dear Morgan,Today was the funniest day at Camp Lakeside

yet. All the kids in my group went out on the lakein canoes. First, the counselors taught us how touse the paddles, and let me tell you, it’s harderthan it looks! There was a lot of splashing, and Igot soaked! One of the counselors fell in whileshowing us how to get in and out of the canoe!

At the end of the lesson, we put our lunches intothe canoes and headed toward a small island in themiddle of the lake. Two of the canoes tipped overon the way and some of the lunches were lost! Thatmay explain why the trout weren’t biting later. Theyate our lunches! Anyway, when we finally reachedthe island, everyone was so hungry! We pulled thecanoes up onto the shore and sat down to sharethe sandwiches we had left.

Unfortunately, while we were relaxing, one ofthe canoes drifted away! By the time we realizedwhat had happened, it had floated far out onto thelake, and not in the direction we needed to go toget back to camp. We all piled into the remainingcanoes and went after it. With the extra weight ineach canoe we had to keep bailing out water as werowed. That is hard to do when you can’t stoplaughing!

We were all wet and tired when we finally gotback to camp. Still, I have to say, it was the best dayI’ve had at camp so far!

Love,Jamie

Activity 3: Characters in Competition

1.Janey

Appearance cute, small

Behavior self-confident, gets straight As,plays piano well and with feeling

Feelings competitive, self-doubt, nervous,afraid of failing, loves music, gratefulto Mr. Okamura

Motivation wants to please parents andMr. Okamura

Mr. OkamuraAppearance old, grey beard

Behavior tugs beard, waves hand, speakssoftly, kind to Janey

Feelings likes the way Juan and Janey play

Motivation wants to inspire his students to playwell, feels confident

JuanAppearance (none provided)Behavior friendly, nice, good student,

excellent piano player

Feelings doesn’t care about competitionMotivation plays for fun

• Answers will vary, but may include:

2. I learned the most about Janey.

3. I would like to know if Juan is really a better pianistthan Janey. I would like to know who Mr. Okamurawould really like to see win the piano contest.

Activity 4: Figuratively Speaking• Answers will vary, but may include:

Figurative Language (a)What Is Being Described? (b)Write Your Own Figurative Description (c)

1. a starched within an inch of its lifeb cloth that has been starched heavilyc starched until no wrinkles dared show

their faces

2. a they glowed like two stars

b Rebecca’s eyesc they lit up like fireworks

3. a their dancing lights half hidden in lustrousdarkness

b Rebecca’s eyes and eyelashes

c their gleaming brightness half covered by long,dark lashes

7.122 Part 7 Teaching Activities—Answers

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4. a I came to myself in darkness

b regaining consciousnessc I was startled and found myself in the black of night

5. a the thrashing of heavy spraysb sea waterc the water beating down

6. a the whole world now heaved giddily up, and nowrushed giddily downward

b the ship being tossed by wavesc the boat seemed to rise up and fall back

7. a bound in the belly of that unlucky shipb tied up deep within the shipc tied in the deep dark cavern of the miserable boat

• Answers for open-ended question will vary.

Activity 5: Living the Good Life• Answers for rewritten generalizations may vary.

1. Valid2. Some people don’t like the kind of place they live in.3. Cities generally have more cultural activities than

small towns.4. Some people who live in suburbs complain about

having to drive too much.

5. For some, a small to middle-sized town is theperfect place to live.

6. Valid

7. Towns are not always near large cities.8. Valid9. Some apartment dwellers escape the city on

weekends and vacations.10. Some people who live in small towns never think

about living somewhere else.

• Answers for open-ended question will vary, butmay include:In the city, you don’t have to travel great distances tohave fun.Some people find that the suburbs are perfect forraising a family.Museums in towns are mostly smaller than museumsin cities.

Farmers, ranchers, and forest rangers often like livingin the country.

Activity 6: Mime Time• The answers in the first two columns should not

vary. The answers in the third column may vary.

Title (a)Author’s Purpose (b)Techniques Author Used to Achieve This (c)a One Mime’s Lament

b to entertainc humor, rhyme

a Performers for Everyone

b to persuadec personal opinion, backed up with examples

a Mimes in Historyb to informc facts—places and dates

• Answers for open-ended question will vary,but may include:I liked the limerick best. I didn’t learn that muchabout mimes, except that they aim to please andthey tease their audiences. However, the poeticphrasing says a lot in a few words. The rhyming islighthearted and adds humor to the mime’s lament.

Activity 7: Sawyer’s Summary• Answers will vary, depending upon the book.

Activity 8: Junior Red Cross

1. The greatest number of students joined in 1945.Twenty million students joined.

2. The fewest number of students joined in 1933.Six million students joined.

3. Students worked in Victory Gardens during WorldWar I and World War II.

4. Students worked on recreational programs duringWorld War II.

5. Students helped distribute surplus wheat and cannedfood during the Great Depression. It was importantbecause the Great Depression was a time of greatneed for many Americans.

6. Approximately eight million students joined in 1918and 1940.

• Answers for open-ended question will vary,but may include:Membership increased during each of the threeperiods. Membership increased because the need forvolunteers grew over time. World War I, the GreatDepression, and World War II were all periods whenmany people needed help.

Activity 9: A Star Is Born• Answers will vary, but may include:

The biggest movie star of the year is named Jo.You probably haven’t heard of her, but by the end ofthe year you will, probably more than you care to.What is Jo’s claim to fame you might ask, and howcan I be sure she will be the “biggest movie star”?

Jo is a 400-pound Galápagos tortoise,Geochelone elephantopus. She is the main characterof the film Landlubber, soon to be released. Thefilm’s human stars are teen favorite Ashley KateNielson, former child star Wendy Wendie, andcharacter actor John Longtooth. Jo steals the show,although she doesn’t know she’s acting. She’s justdoing what comes naturally, which is moving veryslowly.


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Lewis and Clark made contact with NativeAmericans of many different tribes, who helpedthem to find their way to the Pacific Ocean. Oneday, the United States would stretch all the way tothe Pacific Ocean. A young Shoshoni woman namedSacajawea was particularly helpful. When herhusband was hired as an interpreter, she joined theexpedition along with her infant son. Sacajaweahelped Lewis and Clark communicate with theShoshoni. Lewis and Clark needed the help ofSacajawea and her husband to get horses for theirtrip west. During the expedition, they sometimesate dried meat. There was another way in whichSacajawea contributed to the success of theexpedition. When other Native Americans saw herwith her small son, they were less likely to fear thatthe expedition was a war party. Only men, theybelieved, made war. So Lewis and Clark were ableto accomplish their mission without creating ill willamong the people they met.

Activity 11: Topics for Me• Answers will vary, but may include:1. Winter offers many outdoor pleasures,

no matter where you live.If you live where you get a lot of snow, you needno introduction to the enjoyment of sledding. Ifyou live in the southwest desert, the winter’srainfall may bring out all sorts of blooms that youdon’t see the rest of the year. And even in sunnyFlorida, you get to see new sights: tourists whocome down for a week or two of surf and sun.

2. If you find washing a car to be a boring task,here’s how to make it more interesting.Pretend your car is a large animal that needswashing. Divide it into sections. Make a mentalnote of the “special handling” you need to use foreach section.

3. If you’ve ever been stuck waiting somewherefor a long time with nothing to do, you knowhow important it is to plan ahead.Never travel empty-handed. Take along a book toread, a book of puzzles to do, or a journal to writein. Think of games you can play by yourself.

• Answers for open-ended question will vary.

Activity 12: Amazing A-Ville• Corrections for the following paragraph may

vary. is coming

Do you know which amazing band came to your

hometown tomorrow night? It’s A-Ville, the best bandentire

in the entirely country! A-Ville is not just any band.

They won a TV contest of today’s most popular bands.win

Why did they won? They have great looks, tons of

talent, and a lot of catchy tunes. Lead singer Brad says

The story—not a new one—is basically a girl-saves-critter weepie. Why does Jo need saving, andwhat lies ahead for her if she is saved? Ashley Kate’smovie father wants to take Jo back to his wildlifefarm, along with other local fauna. Ashley Kateknows it’s not illegal and that he has the blessing ofthe government. She realizes that everyone thinksit’s for the best because her father is running aspecial breeding program. Still, she cannot help feelsorry for Jo, who will never see her native landagain.

I won’t spoil the ending for you. If you have everseen another of director Paul Murchison’s movies,then you will know what happens before you eventake your seat.

I asked Ashley Kate’s mother how her daughterliked working with Jo. “Nothing interferes withAshley Kate’s professionalism,” she said. “That goesfor turtles, lizards, and birds.” It doesn’t look as ifAshley Kate interferes with Jo either. Jo just goes ondoing what comes naturally.

• Answers for open-ended question will vary,but may include:I combined very short sentences to make longersentences. I also put together sentences that had thesame subject so that there would be less repetition. Ilooked for ideas that were continued from onesentence to the next. I tried to show connectionsbetween ideas.

Activity 10: Lewis and Clark• The following sentences should be deleted

from each paragraph:In 1803, President Thomas Jefferson asked

Meriwether Lewis to lead an expedition across theWest. The trip would start in St. Louis, in the vast,newly acquired Louisiana Territory. Jefferson hadbought Louisiana from Napoleon, who would soonbe crowned Emperor of France. One purpose of theexpedition was to find a water route from theMissouri River all the way to the Pacific Ocean. Withthis water route, traders would not have to sailaround the continent of South America to get fromeast to west. At that time, South America was notyet independent from Spain. Also, the presidentwanted Lewis to make maps of the region and makefriendly contact with Native American tribes. Inaddition, he wanted Lewis to document the wildlifefound in the region. Lewis recruited his friendWilliam Clark to help him lead the expedition. BothLewis and Clark were very poor spellers.

President Jefferson believed that there might bemammoths, giants, and llamas living in theunexplored West. He also believed that there was alarge mountain made of salt. Jefferson had beeninaugurated president in 1801. Lewis and Clarkhelped scientists gain a more realistic picture of thewest. Unfortunately, they couldn’t take pictures witha camera, because it hadn’t been invented yet. Lewisand Clark did find many animals and plants thatwere new to scientists. These included the sagegrouse, the bighorn sheep, prairie dogs, andbitterroot.


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DistanceJumped

(feet and inches)

DistanceJumped(decimal)

DistanceJumped

(fractional)Frog's NameRank

Jump-Off Distances

Lucky Lefty

Doris the Magnificent

Mean Green Machine

Ribbet Z

Big Boy

Hop-along Cassidy

The Mighty Toad

19.375 feet

19.75 feet

19.4 feet

19.125 feet

19.375 feet

19.333 feet

19.4 feet

3(tie)

1

2(tie)

5

3(tie)

4

2(tie)

19 feet

19 feet

19 feet

19 feet

19 feet

19 feet

19 feet

38

3

4

3

8

2

5

19 feet 4.5 inches

19 feet 9 inches

19 feet 4.8 inches

19 feet 1.5 inches

19 feet 4.5 inches

19 feet 4 inches

19 feet 4.8 inches

25

18

13

Mathematics

Activity 1: The Great Jump-Off

great stayhis greatly band will have stayed on top for a good

harderreason—they work more hard than any other band.

had

Drummer Bingo Moon says he’s never have a better

time doing anything else. Bingo says that he loves thescream

young fans who screamed at concerts. He is happycheer

to have them cheered him at any time.

• Answers for open-ended question will vary.Review for correct use of adverbs, adjectives,and verb tense.

1. Big Boy

2. Doris the Magnificent, Mean Green Machine, TheMighty Toad

3. Doris the Magnificent, Mean Green Machine andThe Mighty Toad, Lucky Lefty and Big Boy

4. Hop-along Cassidy—212

inches, 0.208 feet, 524

feet

5. Hop-along Cassidy, Ribbet Z

6. See ranking in chart above.

Activity 2: Flavorful Proportions

1. 4 batches, 8 batches2. 4 batches, 9 batches3. 6 cups

4. 834 cups

5. 125 cups

6. 10 cups

Activity 3: Appearing Tonight

1. 150 tickets2. 175 tickets

3. 200 tickets4. Option 1; $40 more than Option 2, $60 more

than Option 3

5. Options 1 and 2 both bring in $400, $100 morethan Option 3.

6. Option 2; $200 more than Option 1, $500 morethan Option 3

7. The band will lose $150 by choosing Option 2instead of Option 1, and will gain $50 withOption 3.

8. 151 tickets9. 176 tickets

Activity 4: By the Numbers

no written answers for this worksheet


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Activity 5: Spring Planting

1.

Activity 7: Shaping Up

1. no written answer

2. 10. ABF, BGF, BCG, CGE, FGE, CDE, FBC, BCE,CEF, EFB

3. BGF, BCG, CGE, FGE, CDE

4. 3. ABGF, BCEF, CDEG5. 4. ABCF, BCDE, CDEF, EFAB6. 2. ABCEF, BCDEF

Activity 8: Rolling, Rolling, Rolling• Answers will vary.

Activity 9: Poll Position• Answers will vary.

Activity 10: All Aboard!

48 square feet

2.

192 square feet

3. No, it is 4 times the area.

4. She will need 4 bags because she has 4 timesthe area.

5. Answers will vary. Possible answers include12 � 8, 6 � 16, and any other numbers whoseproduct is 96.

6. 4 to 1, or other representation of ratio.

Activity 6: Bird Watching• Allow a margin of error of ± 3�.

1. 21�

2. 76� east3. 45� east

4. 24� west5. 8� west6. 27� east

7. Point 3 should be located 2 spaces to the rightof point 2.

8. 37� east

9. 32� west10. 22� east

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

7:40 7:45 7:50 7:55 8:00 8:05 8:10 8:15 8:20

Port Buchanan

Oak Hills

Mid-Valley

Lewiston

Jamesburg

1. t � 8:022. t � 7:57 or t � 1 � 7:58

3. P � 5 � 8:04 or P � 8:034. Mid-Valley and Lewiston5. Port Buchanan, Oak Hills

Activity 11: Lost Treasure

1. Hidden cave2. 11.5 inches3. Answers will vary.


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Activity 12: Big Dog Drive-In

1. 6 dollar bills each; since Tina has more than $4 andRick has less than $7, they each have either $5 or$6. If they have $5, they can buy only a Puppy Dogand would get back less than $1 in change. Sothey each must have had $6 and bought a PuppyDog Meal.

2. 6 dollar bills; a Big Dog Meal could cost as muchas $5.04 ($5.29 � $0.25). If he had only 5 bills,he might not have enough.

3. 3 more dollar bills; 3 Big Dog Meals togethercould cost $15.12, so he would need $16.

4. She could buy only 2 Double Dog Meals and 2Puppy Dog Meals. If she had bought 3 Double DogMeals, she would have had only $4.13 left over,which is not enough for a Puppy Dog Meal.

5. The class needs $8.70 for everyone to have DoubleDog Meals. If they went now, 10 students wouldhave to have Puppy Dog Meals. There is a $0.90difference between Puppy Dog Meals and DoubleDog Meals. So if they need $8.70, $8.70 dividedby $0.90 would give almost 10. You can check bymultiplying 20 � $5.29 � $105.80 and adding10 � $4.39 � $43.90, which gives $149.70, whichis just enough money.

Science

Activity 1: What’s Inside a Cell?• The order of the cell parts may vary.

Cell Part Plant Cell Animal Cell

Cell membrane ✓ ✓

Cytoplasm ✓ ✓

Mitochondrion ✓ ✓

Vacuole ✓ ✓

Cell wall ✓

Chloroplast ✓

Nucleus ✓ ✓

Endoplasmic reticulum ✓ ✓

Activity 2: Antarctic Food WebThere are many food chains in the Antarctic foodweb. Tracings of the food chains should begin withany of the producers, proceed to the next organism(by way of arrows) in the food chain, etc., stoppingwhen one of the consumers at the top of a foodchain is reached. Note: The consumers located at thetop of the food chains in this food web are baleenwhales, toothed whales, and leopard seals.

Activity 3: At Home in the Wetlands

no written answers for this worksheet

Activity 4: Ice, Water, Steam• Answers will vary.

Activity 5: Falling, Falling• Experimental data to be recorded.

Activity 6: Up In a Swing• Experimental data to be recorded.

Activity 7: The Ground Beneath Your Feet

no written answers for these worksheets

Activity 8: Warm and WarmerThe students’ graphs should show an increase inglobal temperature and should be plotted correctly.


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a Wheelbarrow—Designed to transport heavy loads

b 220 B.C.–A.D. 265c • Allowed one person to carry heavier loads

• Work became more efficient, easier

a Paper—Made from hemp, bark, or bamboo fibersb A.D. 105c • Helped in the dissemination of knowledge

through books• Helped to promote literacy

• More portable writing material

a Earthquake Detector—Could detect andindicate the direction of an earthquake

b A.D. 130c • Could tell the location of a possible disaster

• Could send aid to the earthquake site more quickly

a Gunpowder—Used to make fireworks and weapons

b A.D. 700c • Changed the way battles were fought

• Led to other explosive devices

• Fireworks used in many celebrations

a Magnetic Compass—An instrument used toshow magnetic north

b A.D. 1000c • Promoted navigation by providing a fixed

reference point• Enabled navigation at night, in all weather

conditions

• Furthered explorations, voyages of discovery

Activity 4: Life in the Middle Ages• Answers will vary, but may include:

Aspect of Life (a)13th-Century France (b)United States Today (c)

a Home Heatingb Some rooms are heated by fireplaces; other

rooms stay cold.c Many houses have central heating, usually by

electricity or gas.

a Shopping for Foodb People shop daily for different types of foods in

a variety of stores: butcher, pastry shop, spiceshop, bakery, street peddlers.

c People often buy food in large supermarkets forone-stop shopping; foods last longer because ofpreservatives and freezing methods.

a Laundryb Clothes are washed by hand; water is brought in

and heated.

c Clothes are usually washed by machines athome or at Laundromats; indoor plumbingprovides hot and cold running water.

Social Studies

Activity 1: Tropical Rain Forest Regions

Worksheet 1—Map Work• Symbols should be marked on the map

as shown.

0˚

15˚N

30˚N

45˚N

60˚N

75˚N

15˚S

30˚S

45˚S

60˚S

75˚S

0˚

15˚N

30˚N

45˚N

60˚N

75˚N

15˚S

30˚S

45˚S

60˚S

75˚S

15˚W30˚W45˚W60˚W90˚W 75˚W105˚W120˚W135˚W150˚W165˚W 15˚E 30˚E 45˚E 60˚E 90˚E75˚E 105˚E 120˚E 135˚E 150˚E 165˚E

Tropical Rain Forest Regions – Worksheet 1

Europe

AsiaNorthAmerica

Africa

AustraliaSouth America

0˚

SingaporeSingaporeSingaporeEquator

Tropic of Cancer

Prim

e M

erid

ian

Tropic of Capricorn

N

S

W E

Animal

Symbol

Okapi

O

Emerald Tree Boa

E

Binturong

B

Quetzal

Q

Antarctica

KEY

OE

Q

B

Chicago

Texas

New Mexico

ArizonaOklahoma

Kansas

Missouri

Illinois

California

Los Angeles

1

234

5

67

8

9

10111213

14

Worksheet 2—Climograph1. temperature in the 80s all year2. at least 5 inches of rain each month; rainy all year

3. hot and rainy all year

Activity 2: Traveling on Route 66• Numbers in circles indicate approximate

locations of cities/towns.

Activity 3: Some Ancient ChineseInventions• Answers will vary, but may include:

Invention (a)Year of Discovery or Use (b)Importance/How It Changed People’s Lives (c)

a Horse collar—Allowed horses to haul heavier loads

b 400 B.C.c • Made farming easier/faster (esp. plowing)

• Easier for horses to haul heavier loads


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a Religionb Most people are required to go to church every

Sunday; Catholicism is predominant; services arein Latin; accommodations vary according toclass distinctions.

c People follow different religions or none at all;some attend services on different days; church-going is a voluntary activity; no class distinctions.

a Health and Medicineb Medicine as well as health advice comes from

the apothecary, not doctors; medicines aremade up at the shop.

c People go to doctors for diagnosis and to thedrugstore for medication; medicine is made bycompanies and dispensed from pharmacies; newdiscoveries in medicine are being made almostdaily.

Activity 5: Shell Beach Budget

Worksheet 11 Public Works

2 Transportation

3 General Government

4 Public Safety

5 Culture and Leisure Services

6 Community Development and Capital Improvements

Worksheet 2• Answers will vary, but may include:

Proposal #1For: will eliminate traffic problems; will increaseparking spaces; will attract customers/tourists todowntown area(s); will make it safer for pedestriansAgainst: businesses located away from the mall willnot benefit; some buildings would have to be torndown to build the parking structure; the project istoo expensive; will have a negative impact on thebudget; may be less convenient for shoppers

Proposal #2For: will reduce traffic problems; will attract moretourists to different parts of the city; will reduce theneed for parking in the areaAgainst: will create construction hassles; will be toocostly; will not be needed year round

Proposal #3For: will attract more tourists to the area; will createjobs during and after construction; will add taxdollars to the cityAgainst: will ruin the view of existing structures; willtake away the quaintness/charm of the area; willcreate traffic problems along the beachfront

Activity 6: Working on World Problems

Worksheet 1Goals include:

prevent wars; unite strength to maintain peace; usearmed force only for the common interest

promote human rights and equal rights; practicetolerancerespect and maintain treaty obligations; promoteconditions that help maintain treaty obligationspromote a better standard of life; work together topromote economic and social advancement foreveryone

Worksheet 21. International Court of Justice

2. Economic and Social Council3. General Assembly4. Security Council

5. Economic and Social Council6. Secretariat

• Any of the above matters may be broughtup in the General Assembly by a membernation.

Activity 7: Consumer Protection• Students choose any three of the consumer

protection acts, except for the one given onthe worksheet. Answers will vary.

Act (a)Example of Consumer Product Information (b)Why the Act Is Important (c)

a Food, Drug, and Cosmetic Actb Contents of foods, drugs, and cosmetics must

be labeled accurately.Products must be truthfully advertised.

c People who are allergic to certain ingredientsmust know exact contents of products.Proper labeling helps ensure that people aregetting what they are paying for.Truth in advertising protects people from buyingproducts that are harmful or worthless.

a Federal Hazardous Substances Labeling Actb Warning labels must be put on hazardous

substances.Flammable materials and poisonous substances mustbe clearly labeled.

Warning labels must explain how to handle certainproducts.Warning labels tell you to keep certain products outof the reach of children.

c Warnings help prevent possible injury or illness.Labels help keep poisonous or dangerousproducts away from young children.Labels give first aid advice if needed.


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a Fair Packaging and Labeling Actb Labels must give accurate information about the

contents of a package.c Information helps consumers know exactly what

they are getting in a product.Information listing the weight of a product givesmore accurate information than does the size ofthe package.Information helps consumers to compare valueand food choices.

a Automobile Information Disclosures Actb Cars for sale must show the retail price and the

cost of additional features.c Consumers are protected against some hidden

costs.

Consumers will be better able to compare pricesof different automobiles.

Activity 8: The World Car

IndonesiaIndia

Italy

France

UnitedStates Portugal

Venezuela

8.18 Part 8 Using Test Results

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Parents’ Guide to Understanding TerraNova, The Second EditionAchievement Tests

Your child’s class is participating in a test called TerraNova, The Second Edition, astandardized test given to students in schools across the nation. This guide is designed tohelp you understand the nature of the TerraNova, The Second Edition achievement test, whatit asks your child to do, how to prepare your child for testing, and how to use the testresults. It is intended to help you support your child during the testing process.

Why Test?

Testing is an important part of education. TerraNova, The Second Edition provides objectiveinformation about each child’s progress in four areas: Reading and Language Arts,Mathematics, Science, and Social Studies. When used in conjunction with other measures,such as classroom observations and teacher-made tests, the TerraNova, The Second Editionachievement test helps you and the teacher see your child’s strengths and the areas needingimprovement.

What Is the TerraNova, The Second Edition Test Like?

TerraNova, The Second Edition is a standardized achievement test. It is always administeredwith similar questions, the same directions, the same time limits, and the same scoring criteriafor all students. The results compare your child’s performance with that of other studentsacross the country.

The TerraNova, The Second Edition test differs from traditional achievement tests you mayrecall from your own experience by focusing assessment on what students can do, and notsimply on speed. Every part of TerraNova, The Second Edition challenges students to applybasic skills and to interpret, synthesize, and evaluate information—all essential skills for thetwenty-first century. In addition, testing times allow virtually all students to complete the test.

The TerraNova, The Second Edition format has been carefully designed to help students dotheir best work and move smoothly and efficiently through the test. For example:

• There are strong thematic connections among the items.• Items are highlighted so students can locate them at a glance.• Headings, directions, graphics, and item designs have been tested for clarity and

helpfulness.• Students are not required to turn pages to refer to source information for most items.

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.Part 8 Using Test Results 8.19

1

(Examiner reads directions aloud to students.)

Four carts were on top of a hill. The rope broke and threecarts rolled downhill. Find the number sentence that tellshow many carts were left on top of the hill.

4 – 3 = 1 3 + 1 = 4 4 + 1 = 5 3 – 1 = 2

2 Geologists studying seismic waves have learned that the Earth is divided intodistinct layers. Using the words in the box below, label each of Earth’s layers.

Suppose you were able to drill a hole to thecenter of the Earth and examine a samplefrom each layer. Describe one characteristicyou would observe for each layer.

1

2

3

Mantle

Core

Crust

A Selected-Response Item

A Constructed-Response Item

Your child may be asked to answer both selected-response (multiple-choice) andconstructed-response items on the TerraNova, The Second Edition test. Selected-responsequestions ask your child to choose one answer from among those given as possible correctresponses.

Constructed-response questions ask students to produce original responses to short-answeritems or open-ended questions. Children may be asked to write an essay, produce a graph,or perform a science experiment.

8.20 Part 8 Using Test Results

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What Should I Know About TerraNova, The Second Edition Test Scores?

TerraNova, The Second Edition achievement test scores are based on the overall patternof correct responses. Pattern scoring accounts for which questions, what types of questions,and how many questions the student answers correctly.

Each student’s results are presented as a national percentile rank. A percentile rank is acomparison score within a particular grade level. For example, if a student scored at the65th percentile, this means he or she scored higher than 65 percent of his or her peers inthe national sample group. A percentile rank does not refer to the percentage of itemsanswered correctly.

How Can I Help My Child Prepare for the Test?

While your child is the one who ultimately is responsible for his or her performance on a test,you can play an important role in helping your child prepare. The best approach, however, isto be matter-of-fact about the test. Your child should know what the test will be about, whenit will be given, and how long it will take. Share the view that the test is an opportunity forstudents to show what they have learned so far in school.

Taking a test is hard work and takes a lot of energy. We recommend that your child get plentyof sleep and eat a nourishing breakfast and lunch on test days. Be sure he or she is at schoolon time, and remember to ask about the testing each day.

How Can I Use the Test Information?

You can help your child benefit from the results in several ways:

• Compare the test results with your child’s class work, projects, tests, and other schoolachievements completed close to the time of the TerraNova, The Second Edition test.Look for similarities and differences.

• Use information about specific strengths and challenges to help your child set learninggoals.

• Ask the teacher about specific ways you can work together to build on your child’sstrengths and to increase competence in areas needing improvement.

Remember

Above all, remember that the TerraNova, The Second Edition test represents a “snapshot”of your child’s achievement—it is only one measure of your child’s progress. Teacherobservation, results of class tests, and class participation, for example, are equally importantmeasures of your child’s progress.

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